中美家庭处境不利儿童教育公共治理的比较研究  

A Comparative Study of the Public Governance of Education of Family-related Disadvantaged Children in the U.S. and China

作　　者：程绍仁[1] 刘云艳[1] 

机构地区：[1]西南大学教育学部,重庆400715

出　　处：《中国特殊教育》2015年第12期16-21,共6页Chinese Journal of Special Education

基　　金：2015年国家社会科学基金社会学一般项目"家庭处境不利儿童的早期教育干预问题研究"(课题批准号:15BSH066)和;中央高校基本科研业务费专项资金资助项目"公共治理视角下弱势儿童教育发展的比较研究"(项目批准号:SWU1509356)的阶段性研究成果

摘　　要：以经济贫困、家庭关系不良、受虐待和忽视为主要标志的家庭处境不利儿童是社会弱势群体的一类典型代表,其教育问题是任何国家和政府都难以回避的治理问题。通过中美家庭处境不利儿童早期教育公共治理模式的比较分析,本文深入阐述了两国早期教育治理的主体功能、内容体系、运行机制和保障结构的差异,对于建立处境不利儿童分类治理制度、强化家庭处境不利儿童早期教育发展品质,以及构建早期教育公共治理的多元行动框架具有重要的现实意义。Family-related disadvantaged children, featured by economic poverty, bad family relationship,abuse and neglect, are a typical representative of vulnerable groups, and their education can＇t be avoided by any country or government. The present study, based on a comparative analysis of the modes for the public gover-nance of early education for family-related disadvantaged children in the U.S. and China, expounds the differ- ence between the two countries in the functionaries, content, operation mechanism and security structure of early education governance. This is of practical sign/flcance to establishing a system for class/fled governance of disad- vantaged children, strengthening the early development of family-related disadvantaged children, and building a diversified action framework for public governance of early education.

关 键 词：家庭处境不利儿童 早期教育干预 公共治理 比较研究 

分 类 号：G760[文化科学—特殊教育学]