The Development Of American High School From 1893 To 1941

From the end of the 19 th century to the beginning of the 20 th century,the United States was in a turning period.The development of urbanization and industrialization and the rise of immigration waves had a profound impact on American education and schools.High schools have attracted widespread attention and attention from the society.After a series of reforms,the role of American high schools gradually evolved from affiliated educational institutions to educational establishments with independent values,and laid the basic style of modern American high schools.From the perspective of the change in the relationship between American high schools and universities,three changes to the representative American high schools in this period: the release of the Report of the Committee of Ten,the release of the Cardinal Principles of Secondary Education,and the implementation of the Eight-Year Study can observe the trajectory of the role and positioning change of American high schools for half a century.Summarizing its development characteristics can provide reference for the reform of high schools in the process of urbanization in China.The first part of the introduction is to sort out and analyze the existing research results,explain the reason for choosing the topic,the significance of the research,the innovations and deficiencies of the research,and define the concepts and time involved.The second part reviews the development of high school from chapter two to chapter four.Based on several events that have a significant impact on the development of American high schools,the development of American high schools from 1893 to 1941 was divided into three phases according to the relationship between the different stages and universities.The first stage was the period of university constraints from 1893 to 1918: American high schools have been college preparatory schools,and the release of the Report of the Committee of Ten in 1893 further promoted high schools to serve universities.The second stage was the period of conflict with universities from 1918 to 1933.The release of the Smith-Hughes Act and Cardinal Principles of Secondary Education and the establishment of a comprehensive high school model gradually lifted high schools out of university constraints and established their own independent value.The third stage is the period of mutual respect between the high school and the university from 1933 to 1941.The Eight-Year Study educational experiment for smoothing the relationship between the high school and the university was successful by giving the high school full autonomy.The relationship between the high school and the university obvious improvement.The third part summarizes the characteristics of the development of American high schools from 1893 to 1941 and its enlightenment significance to China's education reform.