共查询到20条相似文献，搜索用时 140 毫秒
1.
近代宁波教会学校经历了初创、发展、成熟、蜕变四个时期,形成了较为系统的教会教育体系。教会学校不自觉地引进的近代西方的教育模式,对近代宁波的社会产生了一定影响,是宁波早期城市近代化进程的推动力之一。 相似文献
2.
宁波的具有现代意义的职业技术教育发轫于近代,具有较强的地域特色。近代以来宁波职业技术教育发展的特点:职业技术教育发展不稳定不平衡;开创了兴办女子职业技术教育的先河;办学方式统筹兼顾,多种多样;职业技术教育多层次多形式多门类;立足宁波经济发展特点,为宁波的发展提供服务;课程内容、教学方法的现代化。近代以来的宁波职业技术教育在推动宁波近代化、发展地方经济、解决生计等方面具有十分重要的意义。 相似文献
3.
谷雪梅 《宁波大学学报(教育科学版)》2006,28(5):63-66,89
宁波是中国兴办近代教育较早,也是教育事业较为发达的城市,20世纪是宁波教育发展史上的最重要的历史时期,文章通过论述20世纪宁波教育曲折发展,以揭示这一时期宁波教育发展的特点及对社会产生的影响。 相似文献
4.
谷雪梅 《宁波大学学报(教育科学版)》2008,30(5):32-35
近代浙江女子教育是以基督教传教士所办女子学校为发端。教会女校是中国半殖民地半封建社会的产物,带有“文化侵略”的性质,但在客观上传教士创办女学的实践,直接改变了清末浙江妇女的教育现状,并对近代浙江女子教育产生重要影响。 相似文献
5.
近代中国学生留学日本始于1896年，此后至1928年的三十年间，东渡日本留学的中国学生不在少数。他们学成归国后投身于各个领域，特别对浙江教育领域作出了新的建设与革新，推动了浙江乃至当时中国的教育改革，加快了浙江教育近代化的步伐。留日学生对浙江近代教育的影响主要体现在教育者、受教育者、教育内容及教育场所四个方面。 相似文献
6.
近代中国派遣学生留学日本始于晚清1896年。此后至民国初年,东渡留学的学子络绎于途。学成归国后他们投身于各个领域,特别对教育领域做出了革新与建设,使浙江在清末兴学的基础上,进一步对教育思想、教育制度、教育内容、教育方法等破旧立新,加快教育近代化步伐。本文将从整体上浅究清末民初留日学生对浙江近代教育的影响。 相似文献
7.
近代中国是一个封闭走向开放的转折时期,中国近代城市真实记载了这一特殊历史时期的沧桑变迁。宁波是我国近代著名城市之一。系统地研究近代宁波城市文化与建筑文化的特质,必将有助于宁波城市现在及未来发展。一、近代宁波城市的发展宁波是一座受外来文化影响渊源已久的古城。 相似文献
8.
宁波商帮是近代中国著名商帮,百年经久不衰;而且是惟一一个实行了集团性或群体性近代化转型的商帮。宁波帮之所以成功,其中与他们重视职业教育、职业技术培训分不开的,不少卓有远见的宁波帮商人成为中国近代教育的开拓者。 相似文献
9.
林建平 《浙江教育学院学报》2009,(3):21-26
浙江教育家在近代教科书出版中地位显著.受浙江藏书刻书传统的影响和近代教育改革的推动,他们以务实的态度投身近代教科书出版.他们中有的积极创办近代著名教科书出版机构,有的主持或参与教科书的编写出版,从而填补了科学教科书的空缺,促进了国文、修身教科书的现代转型,加快了中国教育的近代化和整个社会文化事业的发展. 相似文献
10.
近代上海是一个典型的移民城市,客籍人大量流入上海,促进了上海的经济发展。上海开埠后浙江宁波人大量涌入,宁波帮逐渐崛起,至民国时期达到鼎盛,对近代上海社会与经济的发展产生了巨大影响。 一、上海宁波帮概况 上海的宁波帮,是指旧宁波府所属鄞县、奉化、慈溪、镇海、定海、象山等县的工商业者为主体所结成的团体。它以乡谊为纽带,以经济为后盾,不断发展,颇具凝聚力与影响力。 1797年(嘉庆二年),在沪的“四明同乡之从宦服贾者”捐资置地,以浙东四明山为名,建立起上海四明公所。以此为标志,宁波帮作为客帮始在上海形成。发展至十九世纪初,宁波帮在沪的经营范围已经涉及沙船、钱庄、糖、银杏、绸布、药材、海产及南北货等行业了。由于宁波 相似文献
11.
The movement for the higher education of women in Ireland in the nineteenth century has traditionally been viewed as a Protestant initiative. Scholarship suggests that the Irish campaign developed along the same lines as the English movement, gaining from and growing out of the English advances. Leading Protestant schools for girls have been viewed as the driving force behind the concessions afforded Irish women. This paper challenges this assumption, suggesting that contemporaneous developments in Ireland were driven not by neighbouring reforms but by denominational tensions. The role played by the Catholic teaching orders during the nineteenth century cannot be overlooked. Although initially conservative in their approach to educational provision for girls, the Catholic teaching orders – the Dominican, Loreto and Ursuline orders in particular – were key players and stakeholders in women’s higher education in the latter half of the nineteenth century. This paper explores the objectives of the pioneers of Protestant and Catholic female education, examining the relative influence of the Church of Ireland and the Catholic Church. It explores the possibility that the movement for the higher education of Irish women found its impetus not in gender equality, but in denominational rivalry. 相似文献
12.
《Education 3-13》2012,40(4):417-431
This paper presents the findings of an investigation of student teachers' changing perceptions of educational practice following a teaching placement in France, Germany, Spain and Italy. Up to 900 primary languages, student teachers annually have spent a 4-week teaching placement in a partner country as an integral part of their initial teacher education programme. The aims of the bilateral experience were to improve students' subject knowledge as well as to offer opportunities to enhance their professional understanding through comparing practice in two distinct cultural settings. This study draws from both qualitative and quantitative data gathered from 122 postgraduate certificate in education student teachers who were following the primary language route at Canterbury Christ Church University and Liverpool Hope University. The findings show that through reflection and analysis of the differences and commonalties in the diverse cultural contexts, students develop a greater understanding of their professional role and a deeper insight into their own values and beliefs about pedagogy. Their acceptance of taken-for-granted norms is challenged during the bilateral placement, as they encounter new approaches to differentiated learning, teaching and learning strategies and teacher/pupil relationships, thus enhancing their levels of critical engagement with educational practice. 相似文献
13.
Christopher F. McCormack 《History of education》2018,47(3):303-320
Historians have observed that the period 1860–1890 was educationally progressive. This paper identifies the renaissance with the creation of the General Synod of the Church of Ireland in the aftermath of Church Disestablishment. Disestablishment legislation facilitated the inclusion of the laity in Synod. The paper argues that the lay-clerical dynamic generated educational reform at all levels of provision. Post-Reformation denominational divisions qualify the discussion. The structure of Synod – General Synod, Diocesan Synods, Boards of Education and Education Committees – was the outcome of an intense debate as the post-Disestablishment Church of Ireland sought to reinvent itself. The ‘art’ of the title refers to Synod’s adroit use of this structure in promoting educational reform that mitigated tensions surrounding the religious-secular conflict which characterised Irish post-Famine modernisation. Synod’s role as agent of educational reform constitutes the theme. The paper aims to contribute to what, regretfully, remains an undeveloped historiography. 相似文献
14.
15.
A rethinking of Catholic educational policies is needed if the Church is to serve a pluralistic nation 相似文献
16.
Raf Vanderstraeten 《Paedagogica Historica: International Journal of the History of Education》2014,50(4):494-513
In Europe, the nineteenth and twentieth centuries are characterised not only by processes of secularisation, but also by religious reactions to the perceived secularisation of society. In the Catholic Church, the rise of active congregations constitutes a prominent part of this reaction. With their work “in the world”, the members of the active congregations (brothers and sisters) had to represent and disseminate religious values in a modernising and secularising world. In the latter part of the nineteenth century, many of them became active in the field of education. Until well into the twentieth century, teaching sisters and teaching brothers were a customary feature in the system of Catholic education. This article provides a theory-driven historical–sociological and historical–educational analysis of this form of religious activism in the field of education. Overall, its focus is on mechanisms of social differentiation and inclusion in modern society at large, and on the opportunities and problems they create for fields such as religion and education. Empirically, the focus is on the rise and fall of the congregations of teaching brothers and teaching sisters in the Low Countries, especially Belgium. 相似文献
17.
James Arthur 《Educational studies》1993,19(3):275-287
The initial focus of this research centred on a study of the extent to which government legislation and action since 1965 has threatened or eroded the Catholic Church's influence over its schools within the maintained sector [1]. However, it became clear that this focus was based on the assumption that the Catholic Church in England and Wales had a clear set of educational principles which were not only distinct from those of the state but involved different policy outcomes. Moreover, during the course of the study, evidence emerged which indicated that the Church had not given as much attention to the principles underlying its educational policy as it had to the maintenance and numerical expansion of the schools themselves. It was also realised that the nature of Catholic education cannot be determined solely by examining the Church's official documents. Whilst official Church pronouncements indicate what Catholic education ought to be, they may not correspond to a reality of what a particular Catholic community has made of Catholic education. Therefore, this paper examines some of the beliefs and attitudes of a sample of Catholics involved in Catholic schooling. 相似文献
18.
During the 17th and 18th centuries the Dutch Reformed Church was very much concerned with youth, as appears from sermons and other works of edification and moral guidance. In this paper we present the results of an investigation of the ideas about youth and especially adolescence, recorded in the works of pietistic pedagogues, moderate Calvinists and more enlightened preachers. In this way continuities and changes over time as well as similarities and differences between denominations with regard to their attitude towards youngsters could be determined. All agreed that the educational task of the Church was a supportive and supplementary one: the main responsibility for the well‐being of the young, and thus for the future of Church and society, belonged to the Christian families. 相似文献
19.
《British Journal of Special Education》1992,19(4):137-140
Religious education is not compulsory for pupils in special schools and its curriculum content is not laid down in the National Curriculum but Erica Brown believes that the spiritual and religious development of all pupils with special educational needs must be encouraged. She is director of special educational needs, The National Society, Church House, Westminster, responsible for in-service training for church schools in England and Wales, and editor of RESPECT, a bi-annual journal for teachers of RE to pupils with special educational needs. 相似文献
20.
Paul Green 《The Urban Review》2011,43(3):436-464
A review of research on US Catholic education reveals that race is not treated as an important area of analysis like class
and gender. Black Catholics are rarely studied in education let alone mainstream writings. This article examines the social
and educational history of blacks in the US Catholic Church and the dual reality of inclusion and exclusion within a Church
and its schools. This paper focuses on the intersection of the Church and Black Catholic schools as enduring institutions
of opportunity for Black families and their communities. This paper unearths the shared values, assumptions and beliefs about
African American Catholics quest for literacy. The article uses Black Theology as a frame to explain how the intersections
of culture, history and religion influence meaning and educational decision-making. African Americans pursued Catholic education
for two reasons. First, they sought to be educated which both advanced their individual freedom but vastly improved their
community’s economic, social, and political standing. Second, they inserted their own unique cultural and social experiences
into Catholic schools which espoused service and academic excellence. Black Catholic schools well-defined values and academic
excellence is still viewed by African Americans as places of hope and opportunity for students of color. 相似文献