理想與現(xiàn)實(shí)：美國(guó)農(nóng)村普及教育史研究.pdf

1、南京師范大學(xué)博士學(xué)位論文理想與現(xiàn)實(shí)：美國(guó)農(nóng)村普及教育史研究姓名：王強(qiáng)申請(qǐng)學(xué)位級(jí)別：博士專業(yè)：教育史指導(dǎo)教師：?jiǎn)沃谢?0070512AbstractTheeducationaldevelopmentintheUnitedStatesisintheleadingplaceintheworldItsnaiversaleducationsystemdevelopsfastamongtheNorthAmericanandEuropeancount

2、riesThereasolltOsomeextentisthattheruraleducationintheUnitedStatesdevelopedfasterwhichlaidafavorablefoundationforitsuniversaleducationnefasterdevelopmentofuniversaleducationhasitssocialandhistoricalreasonsOnonehand，thefa

3、stereconomicandsocialdevelopmentinterrelatedtothedevelopmentofruraleducation，whichWaSthedynamicforceandsolidfoundationtOthedevelopmentofruraleducationOntheotherhand，withtheAmericantraditionalvaluestheeducationalgoalsandd

4、reamsindifferenthistoricalstageswerealsothedrivingforcesforeducationaldevelopmentinruralarea&AccordinglytheprogressofruraleducationintheUnitedStatesischaracterizedbyseveralhistoricalstepsforwardThisthesisiscomposedofthre

5、npartsThefirstpartisintroductionwhichclarifieswhytheauthorwouldselectthisthemeasafieldofstudyOnereasonisthatruraleducationintheUnitedStateshasnotbeencomprehensivelystudiedinChinawhichleavesUSlargepotentialforstudyonacade

6、micpurposeTheotherreasonisthatruraleducationisthegreatestchallengeinuniversaleducationofChinawhichneedstobetackleddesperatelySothetOpichasrealigicandresponsiveimplicationtOChinaThesecondpartofthethesisisfocusedonthehisto

7、ryofuniversaleducationinruralareasinUSAThefirstchaptertriestOclarifyhowtheimmigrantsfromEuropeancountriesstartedtheireducationalendeavorsfromtheirearlysettlementinthecolonizedcontinentofAmericaInthecolonizedagriculturals

8、ocietysomefeaturesofuniversaleducationcameintobeingthatistosayincertainareaSorscopethepeopletriedtooffereducationalopportunitiestoallchildrenandtheeducationofdisadvantagedchildrendrewtheattentionofthecommunitiesThesecond

9、chapteranaly∞stheformationofpubliceducationsystemwiththeinvolvementofgovernmentatdifferentlevelsThepubliceducationsystemstartedwiththeNorthwestOrdinanceandgrantoflandforpublicschoolsThenthesystemwasstrengthenedcontinuous

10、lybytheCommonSchoolMovementthetransitionofreligiousandcharityschoolsandtheenforcementofcompulsoryeducationlawsThethirdchaptermakes鋤iadepthstudyoftheurbanizationofruralschoolsInthelate19thcenturythegapbe“veentheruralandur

11、banschoolswasincreasingintheUnitedStatesEspeciallythegapinqualityofeducationdrewmuchattentionofallcirclesofsocietyThemovementofurbanizationofruralschoolsimprovedtheconditionsofmostruralschoolsbytheemphasisofbothlearningo

12、pportunityandqualityThefourthchapterexplainsthereorientationofruraleducationstressingtheequalityofeducationalopportunityInthesecondhalfofnle20“centurythegreatgapbetweeilruralandurbanschoolsstillexisted，Seorganizationofru