美国“补偿教育”计划对我国民族教育优先发展的启示

摘要：长期以来，少数民族与汉族间的经济发展水平和文化差异使少数民族教育处于不利地位。这种不利主要表现在少数民族学生更容易出现学习成绩差、辍学率高以及就业率低等方面问题，严重影响了我国的教育平等。为消除这种不利影响，国家必须采取积极的差别对待方式，予以一定的优先政策!倾斜政策来帮助民族教育发展。这与美国“补偿教育”计划不谋而合。美国的补偿教育是美国政府为追求教育平等的一项重要措施，其源于20世纪60年代约翰逊政府的“对贫穷宣战”。自开始实施发展至今，其对于平等的追求早已从简单的经济补偿深入到教育质量的补偿，这对于我国目前的仍以经济补偿为土民族优先教育发展政策来说不失为一种可学习的榜样。

本研究主要从以下四个方面进行阐述:

第一部分简要分析了民族教育优先发展的内涵。通过对罗尔斯公正与优先关系的理解，以及对民族间经济文化差异对少数民族教育影响的分析，指出教育补偿是民族教育优先发展的内涵之一。

第二部分梳理了美国补偿教育的社会背景和理论背景"通过背景分析，获悉贫穷和民族是阻碍美国教育平等的重要因素。

第二部分着重分析了美国补偿教育计划的政策发展及其实施"土要对1965年《初等与中等教育法》等一系列法案中有关补偿教育的政策，及在此基础上对补偿教育的实施进行总体分析，最后将一项较为成功的补偿政策“开端计划”作为案例进行研究。

第四部分在审视我国民族教育优先发展的政策不足的基础上，借鉴了补偿教育政策中的有利部分，对我国民族教育优先发展的策略提出四项建议。

关键词：美国 补偿教育 教育平等 教育政策 民族教育优先发展

Inspiration of American Compensatory Education Programs to Priority to the Development of Minority Education in China

Abstract：For a long time， the economic development and cultural difference between ethnic minorities and Ha nationality has made ethnic minority education on a disadvantaged situation.  This disadvantage mainly manifested as ethnic minority students are mere prone to get a low grad， high rate dropping out and low employment rate etc. And this disadvantage has seriously affected equality in education in China. To eliminate this disadvantage， sates should adopt a positive way of differential treatment; give them a certain degree of priority policy and preferential policies， for

example， to help the development of minority education. This treatment coincided with American Compensatory Education Programs to some extent. American Compensatory Plan is an important measure for U.S. government to pursuit educational equality.  It originated in Johnson administration's "war to poverty." Since the start of implementation so far， their quest for equality has long been from a simple financial compensation to the in-depth compensate for the quality of education， which is an example for our country's education priority policy that is still taking financial compensation as the main current in minority regions.

    This study divided into four parts:

    In the first part， briefly analyzes the content of national education priority. through the understanding of the relationship between Ravels justice and priorities t， as well as the analysis of impact on minority education that caused by economic and cultural differences between ethnic. the author pointed out that educational development of compensation is one of the meaning of national education priority.

    The second part reviews the social background of the United States compensatory education and theoretical background. Through background analyzing， informed the United States of poverty and ethnic equality in education is an important impeding factors.

    The third part analyzes the development and implementation of U.S. policy of compensatory education program .Mainly on the 1965 "Elementary and Secondary Education Act," a series of bills relating to compensatory education policy analysis， and on this basis， the implementation of the compensation items. Finally took the more successful policy-“Head Start” as a case study.

    The fourth part， on the basis of the review the inadequate of priority to the development of national education policy， the author drawn on the positive part of the policy of priority and then put forward four proposals for the development of national education policy.

Keywords: United States; Compensatory Education; Educational equality; Educational policy; Priority to the development of education

（戚妹婷 比较教育学专业西南大学硕士学位论文）