美国基础教育改革中的公平观——从NCLB法案到ESSA法案  

The View of Educational Equity In American Elementary Education Policy Reform——From NCLB Act to ESSA

作　　者：赵哓军[1] 张曼 

机构地区：[1]天津师范大学教育科学学院

出　　处：《现代教育论丛》2017年第5期47-51,共5页Modern Education Review

摘　　要：公平的教育价值取向是美国基础教育政策改革中的核心观念。从NCLB法案到ESSA法案,其中的教育政策变化不仅仅是为了解决孩子的"掉队"问题,同时也反映了美国基础教育价值取向的变化。NCLB法案重视教育结果却忽视教育公平的起点,重视教育质量却忽视对弱势群体的补偿,重视教育竞争却忽视教育公平中的选择。相较而言,ESSA法案更加关注对弱势群体的补偿,注重对高质量师资队伍的公平配置以及重视教育环境选择的权利。Educational equity has always been a core concept in American elementary education policy reform. There are some changes from the NCLB Act to the ESSA. First, the two acts are not only to solve the problem of child left behind, but also to refect the value of American elementary education. Second, there are some problems in NCLB Act. For example, the NCLB acts extremely emphasizes the educational results, but ignores the starting point of educational equity; pay more attention to the quality of education but ignore the compensation for vulnerable groups; focus on education competition but neglect the choice of education equitable. In contrast, the ESSA is more concerned with compensation for vulnerable groups, focusing on the equitable allocation of high-quality faculty and the right to choose the educational environment.

关 键 词：美国基础教育 公平观 ESSA法案 NCLB法案 

分 类 号：G639.712[文化科学—教育学]