20世纪60年代以来美国少数民族基础教育政策的研究

摘要：教育政策是政府在特定时期内为实现特定目标而制定的准则，它因现实教育问题而产生，为解决教育问题而制定。教育政策的目的性、针对性、现实性决定了对少数民族教育政策研究必须关注政策为何而制定?制定背景如何?政策当局所持理念是什么?实施效果是否达到预期?等。

    本文采用文献法、比较法在论证美国少数民族基础教育政策理念与实践的基础上，以20世纪60年代以来少数民族基础教育政策为研究对象，对美国少数民族基础教育政策进行了分析与研究，期望能够从政策沿革中揭示美国少数民族基础教育的基本价值理念。考察美联邦政府在入学权利、语言政策、多元文化课程政策上是如何践行其理念的，在此基础上，分析其政策本身与实践又存在那些的优点与不足，以供我们思考与借鉴。全文共分为四个部分。

    第一部分主要分析20世纪60年代以来政策制定背景，亦是揭示60年代至今的少数民族基础教育问题。19世纪20年代至20世纪60年代美国少数民族教育政策经受着“同化”、“惟英语化”、“隔离”，致使少数民族儿童教育权利丧失。当代世界经济全球化、教育民主化、民权意识崛起对美国传统少数民族教育政策提出了挑战。

    第二部分主要分析20世纪60年代以来少数民族教育政策制定的依据。在多元文化与多元文化教育理论日益发展、少数民族学业成就归因分析日益成熟、教育机会均等理解的深入，这些为美国在20世纪60年代后实施积极有效的少数民族教育政策奠定了理论基础。追求教育机会平等、提高少数民族儿童教育质量也己成为教育政策之诉求。

    第三部分主要介绍20世纪60年代以来少数民族基础教育政策的主要内容。美国联邦政府在废除种族隔离促进学校一体化进程、重视少数民族双语教育、推进多元文化课程改革上付诸了艰辛的努力，并为实现其教育政策诉求制定并颁布了一系列教育政策。

    第四部分主要是对20世纪60年代以来美国所制定少数民族基础教育政策进行实效性分析。美国教育政策在制定过程中教育政策研究机构发挥了积极作用，完备的立法保证了政策的有效执行，有力的经济调控促进了政策实施。但另一方面，我们也看到了美国政策自身的不足，表现在政策目标不明确、资源投入不足、缺乏对不利因素的考虑，相互牵制的行政体制、顽固的种族主义严重制约了政策执行。

    基于上，本研究认为:美国少数民族基础教育政策的制定与实施，旨在解决少数民族儿童关于基础教育的现实问题，其目的是为实现“教育机会均等，提高教育质量”的目标和理念。纵观60年代后美国一系列少数民族基础教育政策，促使了我们对发展本国民族基础教育的思考。要真正完善与提高中国少数民族基础教育政策需从树立“多元一体化”教育观、完善民族教育立法、增加教育经费投入、提高政策执行力几个方面入手，切实促进民族基础教育发展。

关键词：美国；少数民族；基础教育；教育政策

The Study of The United States Ethnic Minorities Education Policy after 1960s

Abstract：Education policy is the government agency in a particular period of time to achieve specific objectives and guidelines developed， which arise due to practical education， in order to tackle the education problem formulated. The purpose of education policy， relevant， reality determines the right of minority educational policy research must focus on policy. What is the background Development? Implement it to achieve the desired the effect? And so on.

    In this paper， literature law， comparative law in the argument the United States a few basic concepts and practices of national education policy， based on the 1960' basic education policy since the ethnic minorities as research object basic education to U.S. minority policy analysis and research， look forward to evolution from a policy enshrined in the United States of minority basic education， basic values. Full-text is divided into four parts.

    The first analysis of the 20th century， some of the major policy-making since the 60's background is revealed so far is 60 years of minority basic education. The 19th century to the 20th century， 60 years 20 years the U.S. experienced minority education policy of "assimilation"， "subject English" and "isolation"， resulting in the loss of the rights of minority children's education. Nowadays economic globalization， democratize of education， civil rights awareness of the rise of the U.S， the tradition of minority education policy and challenges.

    Part II mainly analyses the basis of the minority education policy-making in1960's.In a multi-cultural and multi-cultural education theory， the growing minority academic achievement attribution analysis become more sophisticated， in-depth understanding of equal opportunities in education for the United States in the 1960's active and effective implementation of minority education policy has laid a theoretical basis. The pursuit of equal educational opportunities， improve the quality of education of minority children has also been an education policy demands.

    Part III focuses on ethnic minorities since the 1960's of basic education policy， the main content. The U.S. federal government to promote the abolition of apartheid， school integration， and focus on minority bilingual education， to promote multicultural curriculum reform put to the arduous efforts and aspirations to achieve their educational policies formulated and promulgated a series of education policy.

    The fourth component is the 20th century， developed by the United States since the age of 60 minority-based analysis of the effectiveness of education policies. In American education policy-making process， Education policy research institutions play an active role in a comprehensive legislation to ensure the effective implementation of the policy. Active policy promote to the implementation of economic regulation and control. On the other hand， we see that the U.S. policy of its own deficiencies， reflected in the policy objectives is not clear， insufficient resources， lack of negative considerations. Interaction of the administrative system， the persistence of racism and seriously hampering the implement.

    Based on this study that:  the U.S. minority basic education policy formulation and implementation， aimed at resolving the ethnic minority children in basic education， practical problems， which aims to achieve "equality of educational opportunity and improve the quality of education，" The goals and values. Throughout 60 years of basic education， after the United States series of ethnic minority policies， and to the development of our own national basic education thinking. To truly improve the basic education and improving China's ethnic minorities policy to come from to build a "pluralistic integration" educational philosophy， improving the national educational legislation， increase funding for education investment to improve several aspects of power to start the implementation of policies to effectively promote China's national basic education development.

Key words: American; minority nationality; basic education; educational policy

（姚霖 比较教育学广西师范大学硕士学位论文）