外国教育研究

2020, v.47;No.362(08) 17-27

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尊重个性与选择权:美国高中走班制的核心
Respect for Personality and Choice:The Core of American High School Non-graded Instruction

杨光富;李茂菊;
YANG Guangfu;LI Maoju;Faculty of Education,East China Normal University;

摘要(Abstract):

走班制最早源于美国,现已成为美国高中教育的一大特色。美国高中有必修、选修和教育计划三类课程,数量众多的课程满足了学生的差异性需求,也是选课走班的基础。每个学生因选修课不同,课程表各不一样。教师的办公室就是学科教室,教师固定坐班,学生流动走班。美国走班制以学分制为抓手,其中学年学分制确保了各个年级所选课程的均衡。学生的管理主要通过指导教师、训导主任以及家房老师来管理,他们分工明确,真正体现了全员管理。美国高中走班制在实践中已取得了较好的成效,有很多地方值得我们借鉴。
Non-graded instruction originated in the United States and has become a major feature of American high school education.There are three kinds of courses in American high schools:compulsory courses,elective courses and education plans. A large number of courses meet the different needs of students,and are also the basis of non-graded instruction.Each student has a school timetable of his own due to different elective courses.The teacher's office is also the subject classroom. Teachers are fixed in their subject classroom and students come to attend class.The credit system is the focus of non-graded instruction,in which the academic year credit system ensures the balance of the courses selected by each grade.The management of students is mainly managed by counselors,deans and homeroom teachers. They have a clear division of labor,which really embodies the management of the whole staff.American non-graded instruction has achieved good results in practice,there are many things we can learn from.

关键词(KeyWords): 美国高中;走班制;选课制;学分制;班级管理
American high school;non-graded instruction;course selection system;credit system;class management

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基金项目(Foundation): 全国教育科学“十三五”规划2017年度国家一般项目“新高考背景下普通高中走班制的中国经验研究”(课题批准号:BHA170139)

作者(Author): 杨光富;李茂菊;
YANG Guangfu;LI Maoju;Faculty of Education,East China Normal University;

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