A HISTORICAL STUDY OF SOCIAL PROMOTION AND ITS CONTRIBUTIONS TO INDIVIDUALIZATION OF EDUCATION IN THE UNITED STATES

19世纪中叶，在许多城市引入等级制后不久，就出现了晋升问题或不晋升问题。由于升职是根据一个孩子的基础或学业成绩(功绩提升)进行的，难免会有许多留级学生，给学校管理带来了许多麻烦。减少年级重复是世纪之交学校改革最紧迫的问题之一，学校改革者断言，为了减少重复，学校必须满足学生个人的需求。不促进政策或社会促进的出现是一个遥远但实质性的原因。当20世纪20年代和30年代出现对“等级”、“需要”和“个人”的新解释时，社会促进获得了自己的原因。“评分”成了促进孩子发展的一种手段。“需要”被解释为个人的欲望和倾向。“个人”被视为一个整体，或者说是一个具有不同发展和意志阶段的“完整的孩子”。我发现，这些对“年级”、“需要”和“个人”的新解释是社会提升的基础。在这些意义上，社会促进有助于教育的个别化。

Soon after the grade system was introduced in many cities in the middle of the 19th century, the promotion problem or non-promotion problem took place. Since promotion was made on the basis or academic achievements of an individual child (merit promotion) , inevitably there were many grade repeaters who caused many troubles in school administration. Reduction of grade repetitions was one of the most urgent problems of school reform at the turn of the century, and in order to reduce them, school reformers asserted, schools must meet the needs of individual pupils. It was a remote but substantial cause for the emergence of non-promotion policy or social promotion.Social promotion gained its own cause when new interpretations of "grade, " "needs, " and "individual" appeared in the 1920s and 1930s. "Grading" became a means to promote a child's development. "Needs" was interpreted as desires and inclinations of an individual. Individual" was looked on as an integrated unit, or " a whole child" with various phases of development and will.I have found these new interpretations of "grade, " "needs, " and "individual, " to be the ground for social promotion. In these meanings, social promotion contributed to individualization of education.