Education in the United States is a huge undertaking, especially in the west. China's social system is different from that of the United States, and its cultural and historical background is also different, and it is far across the Pacific Ocean. From which angle should we understand postwar American education? How to understand it has certain significance and enlightenment for China's educational reform? This is a problem that we are proud of when we began to collect information and draw up a catalogue after accepting this topic. Considering the results, we think it should be understood from the perspective of pedagogy, and it is also related to the socio-economic situation that promoted the development and change of American education after the war. In addition, we don't think it is necessary to make a comprehensive and systematic introduction, because a lot has been done in this regard in recent years. We believe that we should focus on some major events, grasp every aspect of the problems encountered in development, and make a concrete analysis, focusing on primary and secondary education, because this is compulsory national education and basic education, which is related to the improvement of the cultural quality of the whole nation and the wisdom and stupidity of the people.

After World War II, the United States carried out several major reforms in primary and secondary education. It seems that the reform focuses on three aspects: (1) the reform of curriculum and discipline structure, (2) the reform of teaching organization form; (3) Educational technology innovation-the application of modern technology in teaching. These three aspects are interrelated and influence each other. This book focuses on these three aspects. Before the discussion, we briefly investigated the achievements, problems and disputes of American education before and after World War II, which provided background and clues for understanding the development and changes of American education after World War II. In addition, it also discusses the educational trends of post-war American vocational and technical education, higher education and normal education.

The educational concept of the United States and its implementation is a matter of time, place and people, and it is a product that meets the needs of the American people. It is impossible to fully meet the requirements of time, place and people. In other words, it is impossible to meet the needs of our people. But we can't simply "completely deny" the ultra-narrow nationalist attitude towards foreign things (as well as historical things). Foreign things and past things can not only broaden our horizons and broaden our thinking, but also help us consider and solve our practical problems. If this book can be used as a reference for our educational administrators, the vast number of educational practitioners and theorists, and those who are interested in foreign education to understand American education and think about our own educational situation, it can be described as "fulfilling our mission."

This is a co-edited book, and each chapter is completed relatively independently according to the above considerations. The authors of each chapter are as follows: chapter one, chapter two and chapter three, horse; Chapter four, Zhang Shiya; Chapter five, tensile reinforcement; Chapter VI Li Yaling; Chapter VII, Shi Weiping; Chapter 8, Zhang Hong; Chapter nine, chapter ten, horses. The fourth and sixth chapters are compressed according to the upcoming master's degree thesis. Ma is responsible for drafting the catalogue and writing requirements, as well as the final drafting and revision of the book.

In order to make readers know some original materials, we chose the main documents of American education reform and compiled a book, American Education Reform, which was listed as Selected Works of Pedagogy edited by Huo Moukui and published by People's Education Publishing House.

Each chapter of this book was reviewed by Professor Zhao Xianglin, Professor Qu Baokui and Professor Renjie Zhang from the Education Department of East China Normal University, and many valuable suggestions were put forward. I would like to express my heartfelt thanks to them.

I sincerely hope that readers will correct the mistakes and shortcomings in the book!