摘要
美国大学教育学科在发展之初盛行兴建实验学校,但众多实验学校在20世纪中叶迎来关闭浪潮。为何实验学校未能在教育学科发展中保持活力?以威斯康星中学为例,它作为教育实验与研究基地,曾参与进步教育协会组织的“八年研究”,但学校生源的精英性、学科课程的顽固性,以及研究人员的缺乏导致实验草草收场。该中学作为大学教师教育的实习基地,也面临实习需求远超学校容量、生源与课程不够普遍多样、教师教育专业地位低下等考验。大学附属实验学校的命运与其在教育研究与教师教育等诸多功能中的不确定身份相关,也与教育学科在整个大学生态中的挣扎相连。
Campus laboratory schools emerged as a popular facility for the new disciple of education in U.S.universities at the turn of the 20th century.However,by the mid-20th century many campus lab schools were closed.Why did lab schools lose favor in the field of education?In the case of the Wisconsin High School,It was expected to serve as the ground for educational experimentation and research.While the school participated in the famed Eight-Year Study,the experiment ended within a few years due to the school’s selective student population,entrenched tradition in academic subjects,and lack of research interest among its staff.On the other hand,as the site of practice teaching for university teacher education program,the school faced multiple challenges,including disproportionate demand for practice teaching,lack of representativeness in student body and curriculum,and low status of teacher education program.The history of Wisconsin High School showcases how campus lab schools struggled with the uncertainty of functions.Meanwhile,the fate of campus lab schools reflected broader challenges to the discipline of education in the academia.
作者
王慧敏
WANG Hui-min(Department of Educational Policy Studies, University of Wisconsin-Madison, Madison, WI 53705, USA)
出处
《教育学报》
CSSCI
北大核心
2021年第3期178-192,共15页
Journal of Educational Studies
关键词
实验学校
教育研究
教育实验
教师教育
威斯康星中学
Campus Laboratory School
education research
education experiment
teacher education
Wisconsin High School
