美国“家长参与”政策理念的缘起和变迁  

The Origin and Evolution of the Policy Ideal of American “Parental Involvement”

作　　者：卫沈丽[1] 

机构地区：[1]东北师范大学国际与比较教育研究所,吉林长春130024

出　　处：《外国教育研究》2017年第5期36-52,共17页Studies in Foreign Education

摘　　要：关于家长在提高学生成绩和学校业绩方面应该起何种作用,以及如何起作用的问题,美国用联邦政策的方式给予了解答。在《初等和中等教育法案》被七次核准的半个世纪中,处境不利儿童的家长先后作为学校的集体顾问、孩子学习辅助者、签订"学校——家长契约"的共同责任者,以及学校选择和问责者逐渐成为联邦政府努力实现教育正义、公平和优质教育的重要"合作伙伴"。对美国的家校关系以及主流人群的家长参与观念进行历时性考察后可知,清教徒的"家庭中心主义"家校互动观念、老式中产阶级的社区控制和个人主义自主参与观念以及新中产阶级的学校依赖与定制的参与观念,共同构筑了当今美国"家长参与"政策理念。对政策理念的梳理和解析应成为认识美国家长作为教育政策目标的合理性,理解"家长参与"政策行为的意义,乃至判断当今美国家校合作的目的、方式特征及理论基础的必然依据和前提。What role should parents play and in improving the outcome of schools？ This in raising the achievement levels of children question has been a part of American federal policy discourse over the past half century. Through seven reauthorizations of Elementary and Secondary Education Act, parental involvement has taken on many forms, from collective advising, decision making, and training parents in working with their children, to promoting parental choice. To review the origin and evolution of the concept of parental Involvement policy is a appropriate path to understanding the reasons of parents as educational policy goals and its immanent rationality, understand the meaning of policy actions, and identify the purpose, characteristics and theoretical basis of American family-school partnerships.

关 键 词：美国 家长参与 政策理念 缘起和变迁 

分 类 号：G40-052[文化科学—教育学原理]