美国农村教师政策的历史发展与改革研究-比较教育学专业毕业论文.docxVIP

Ⅷ舢Ⅲ㈣MIflllIllllliltIlll459AbstractTeacher policy,as the basic guideline for a country or region on its construction of teaching staff,is closely related to the level of socio—economic and cultural development． This paper studies on the U．S．rural teacher policy reform which has achieved remarkable，Success since the colonial period and certainly has great significance for that in China at●●屯rl』present and in a coming period．According to the development of teacher education in the U．S．and its characteristics of teacher policy reforms in rural areas，this paper tries to divide the U．S．rural teacher policy reforms into three relatively independent periods from the colonial period to the 20th century,including early institutionalization of teacher education(from the colonial period tO the beginning of the 20th century)，institutionalization of teacher education (from early 20th century to early 1950s)and university-orientation of teacher education(from after World War II to late 20th century)．During these three periods，the U．S．policy for rural teachers has been continuously improved，which has contributed to an uptrend of both the quantity and quality of teachers in rural schools．Construction of teaching staff has developed from the early non—professional teaching staff to trained teachers from Teachers College in the 19th century and then from that in the first half of the 20thcentury and finally from university after World War II．Entering the 2 1 st century,the Bush Administration，with the aim of improving each student’S academic performance，has submitted tO Congress an important education actcalled”No Child Left Behind”．The U．S．policy reforms for rural teachers commenced tobe NCLB-oriented，based on the inheritance and development of the previous reforms． Educational administrative departments at all levels formulated and implemented appropriate reform policies，becoming the major force of promoting educational reform and development in primary and secondary schools in rura