The current educational system and administrative system in the United States, and the responsibility of implementing and managing education in the United States, take the state as the main body, the local government is specifically responsible, and the Federation has extensive influence. 1, Federal Education Agency The Federal Education Agency of the United States is a cabinet-level federal education department, upgraded from the former General Administration of Education. The Federal Ministry of Education has 14 functional agencies. The Ministry of Education also has some advisory committees. The main duties of each advisory committee are to provide suggestions to the Ministry of Education on the formulation, implementation, evaluation and revision of the education plan decisions, and to submit annual reports, summaries and suggestions to the Minister and the National Assembly every year. 2. State Education Management The educational responsibility of the state government comes from the state constitution, as well as the state legislature and courts. It is not directly under the federal Ministry of Education. The State Education Commission is the national educational decision-making body. Its duties are: to supervise the state-wide public school system; According to the relevant laws and regulations, determine the national education policy; In some states, state education commissioners are also appointed to decide the appointment and dismissal of personnel according to the commissioner's suggestions; Approve the budget formulated by the Commissioner; Providing educational consulting services and teaching materials; Make recommendations to the governor and legislature on education issues in the state. The State Department of Education is the executive body of the State Board of Education. The State Department of Education has a director and several deputy directors. 3. The local educational administrative school district is the most basic educational administrative unit of American management schools. School districts include primary school districts and secondary school districts. In principle, every state has the right to lead and manage higher education. However, due to the different types, nature and traditions of colleges and universities in different States, the legislation of higher education in different States and the degree of state intervention in higher education are also different, which can be roughly divided into three types. According to the types and levels of colleges and universities, there are only three different types of centralized and unified institutions in the state to manage colleges and universities in the whole state. In fact, there are no two identical universities in the United States, and similarly, there are no identical university management systems in all states. First of all, the diversification of colleges and universities determines the diversification of management system. Based on the reality of colleges and universities in our state, the management system of colleges and universities in our state is established in an eclectic way. Secondly, from the state university system to private universities, the principal responsibility system under the leadership of the board of directors is implemented. Third, the members of the board of directors are mostly people from all walks of life outside the education department, such as entrepreneurs, lawyers, doctors, housewives, retirees, state government officials and student representatives, so that education can better meet the needs of all sectors of society. These are the common characteristics of American higher education. As for the federal government, although it is not responsible for leading the national higher education, it exerts great influence on the development of higher education through various channels. Second, the educational structure is 1, and the educational structure system is that all levels and types of education in the United States are structurally connected and communicate with each other. According to the law, American citizens, regardless of gender, religious belief, nationality, class, place of residence and age, have equal educational opportunities and can study formal or informal courses for life. This is a remarkable feature that distinguishes the American education system from other European countries, and it is called the one-track system. The current education system in the United States also embodies the characteristics of unity and diversity. Because education is completely decentralized, there is no unified national academic system in the United States. The current academic system in the United States is basically: primary education and secondary education are 12 years, and higher education is 4 years. Plus graduate school, the total learning process is about 20 years. 2. Compulsory education system In the United States, 29 states start compulsory education at the age of 7, 16 states start at the age of 6, and 3 states start at the age of 5. The length of compulsory education ranges from 65,438+02 to 8 years, usually 9 years, and usually ends in 65,438+06. All 50 States in the United States stipulate that primary and secondary education is free. 3. Degree system The degrees in the United States mainly include: associate degree, bachelor degree, master degree and doctor degree. Third, all kinds of education at all levels 1, preschool education There are many kinds of preschool education institutions in the United States, both public and private, which can be roughly divided into two categories: nurseries (for children aged 3-5) and kindergartens (for children aged 4-6). The purpose of preschool education lies in: assisting families; And through various activities, help children form good eating habits, let children use their bodies flexibly, develop sports skills, and understand the code of conduct and moral concepts in social life; Learn some basic knowledge of reading, writing and arithmetic, and have the ability to express affection, observe, try, think and summarize, so as to prepare children physically and mentally for entering primary school. 2. Primary education The primary education institutions in the United States are public and private primary schools. The "Institute of Tourism and Curriculum Development" of the National Education Association of the United States once summarized the purpose of primary education into six items, which had a wide influence. These six items are: (1) improving children's health and developing children's physique. (2) Improve children's mental health and develop children's personality. (3) Develop children's understanding of the social and scientific world. (4) Cultivate children's skills to participate effectively in a democratic society. (5) Developing children's values of democratic life. (6) Develop children's creativity. Courses offered in primary schools generally include: Chinese (reading, speaking, spelling and calligraphy), arithmetic, society (integrating history, politics, sociology and psychology), science (mainly knowledge of nature), fine arts and applied arts, music, sports, health and work. Moral education in primary schools in the United States usually includes the following aspects: (1) the education of behavioral norms. (2) Moral education. ③ Civic education. (4) Discipline education. When children enter school, the school will explain the school rules and regulations to children and parents in order to ensure classroom discipline and campus order. 3. Middle school education According to the American academic system, there are three types of middle schools: four-year, six-year and three-thirds systems. Middle schools in the United States are mainly comprehensive, providing general and vocational education, as well as independent general middle schools, vocational and technical schools, specialized middle schools and other middle schools. With regard to the purpose of American secondary education, 19 18 "Seven Principles" put forward by the American Secondary Education Reorganization Committee: (1) Maintain physical and mental health. (2) Master basic learning skills. (3) Become an effective member of the family. (4) Develop employment knowledge. (5) Being able to perform civic duties. (6) Be good at using leisure time. (7) Have moral quality. The implementation of American middle school education generally revolves around three tasks of middle schools-teaching, guidance and service. Middle school courses are divided into two categories: one is academic subjects, such as English, social studies, science, mathematics, foreign languages, humanities and so on; The other is non-academic subjects, such as health, physical education, home economics, music, fine arts and crafts. The form of teaching organization is mainly grading system, and other grouping methods are also adopted. 4. Vocational and technical education According to the vocational education law of 1936, the objects of American vocational education are divided into four categories: (1) middle school students. (2) Middle school graduates or dropouts who want to receive vocational education. (3) Persons who have entered the labor market for employment, unemployment or unemployment and need to continue training in order to keep their existing jobs, improve their jobs and/or find suitable and meaningful jobs. (4) Due to academic, social, economic or other defects, the conventional education plan is difficult to succeed. The purpose of vocational and technical education is to combine teaching with scientific principles, skills and technical training to help the elderly or adults find jobs or do their existing jobs well; At the same time, we should give the educated a general education and make them become economic, social, enthusiastic, healthy and civilized citizens. It is also necessary to cultivate and exercise the ability, attitude, habit and judgment of the educated to engage in the corresponding work. In terms of curriculum, the proportion of cultural courses and vocational courses, and the proportion of theoretical courses and experimental practice courses depend on vocational requirements and school types. We generally attach importance to practical training and put the cultivation of practical skills in the first place. 5. Higher education American institutions of higher learning are characterized by a large number, many levels, many types and many forms. The purpose of education is to benefit everyone, others and society and help them give full play to their abilities; Expand human knowledge and happiness through research and academic achievements; Meet the needs of society through corresponding and adaptive services. The implementation of education basically revolves around the realization of three major tasks: teaching, scientific research and service. 6. Teacher education institutions The task of training primary and secondary school teachers in the United States is undertaken by liberal arts colleges, comprehensive universities and normal colleges. Its number accounts for about 80% of the total number of colleges and universities. Both liberal arts colleges and comprehensive universities that undertake the task of teacher training have education colleges or departments. The establishment of teacher training institutions and the offering of teacher training courses must be approved by the relevant departments, otherwise their graduates will not be able to obtain the teacher license issued by the state education administrative organs. The purpose of education The purpose of normal education in the United States is to enable primary and secondary school teachers to have: extensive and solid basic knowledge of arts and sciences, high cultural literacy; Profound professional knowledge and high academic level; Noble moral quality, rational behavior and firm professional belief; Basic theories, methods and skills of education and teaching, with practical teaching ability; A healthy body. Some colleges and universities also include understanding and loving children, being good at and willing to cooperate and communicate with others, having democratic concepts and dedication, civilized and dignified behavior, and effective oral and written expression skills. Curriculum implementation in education is the central link in the implementation of normal education. The four-year undergraduate courses of normal education include: general education courses, including English, social sciences, humanities, mathematics and natural sciences, health care and physical education, accounting for about 40% of all courses; Subject-specific courses are set according to the subjects taught by normal students after graduation, accounting for about 40% of all courses in primary education and secondary education; Specialized courses in education include basic education theory courses (such as education foundation, education introduction, education history, elementary or secondary education principles, etc.). ), educational methods and skills courses (such as educational psychology, developmental psychology, educational evaluation and measurement, teaching materials and teaching methods, general teaching methods, audio-visual education, etc.). ), as well as educational practice activities (usually composed of clinical practice, field practice and educational practice). Such courses account for about 20% of all courses. Educational practice occupies a prominent position in educational professional courses, and other achievements account for more than one-third of the total credits of such courses. On-the-job refresher courses are an integral part of normal history education and receive the same attention. It is jointly implemented by universities and specialized teacher training institutions, and 80% of universities undertake the task of teacher training. There are many organizations and forms of on-the-job training, mainly including: summer school (holiday school), university training department (university training department), teacher workshop (teacher seminar), teacher reading club, etc.