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1.
《欧洲教育》2013,45(1):112-123
Northrhine-Westphalia, with 17 million people the largest of the eleven Länder (states) of the Federal Republic of Germany, issued revised curriculum programs for all its schools between 1966 and 1968. The most interesting changes occurred in the secondary school for those children (about 60% of the age group) whose parents do not enroll them at age 10 in a Realschule (semiacademic) or a Gymnasium (academic). These children formerly remained in the Volksschule for a total of eight years; but now the upper half of this school, expanded by one year, is called Hauptschule and is designed to offer more substantial education than previously, including a foreign language (English). The same pattern is followed in all the other West German Länder. 相似文献
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High school students with learning disabilities often have difficulty expressing their thoughts in writing. At the secondary level, writing becomes paramount to successfully navigating the curriculum and expressing knowledge. In this study, the effectiveness of Self-Regulated Strategy Development for POW (Pick my idea, Organize my notes, Write and say more) + TREE (Topic sentence, Reasons—three or more, Examine, Ending) for persuasive quick writes with four high school students with learning disabilities was investigated. Results indicated an increase in the number of response parts written and increased stability in the number of words written. The participants who deemed the intervention as positive provided social validity. 相似文献
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《欧洲教育》2013,45(3):51-93
The Elementary School [Folkeskole] In the past year, the folkeskole has been better material for the media than any time in the past, and its circumstances, its tasks, its content, and its results have been commented upon and discussed in both the national and the local press. In the school year 1979-1980, there were 740,000 pupils enrolled in these schools, including kindergarten classes (Jyllandsposten 4/19). The number of children is decreasing as reported by central authorities from the Minister of Education, for example, in Politiken, 1/16, which at the same time reports that the development of the school has therefore become difficult to control, as many municipalities have reported, e.g., Frederikshavn Avis 3/13. 相似文献
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《Chinese Education & Society》2013,46(4):94-97
Some comrades advocate drawing a line of distinction between "the sanctity of a teacher's right" [shidao zunyan] and "respecting the teacher and abiding by discipline" [zunshi shouji]. This is because, it is said, following the call to break away from "the sanctity of a teacher's right," the students "consider the teacher as being beneath their notice," and even go so far as to "willfully make trouble and make fun of the teachers." This is a very interesting subject, and I would like to offer some opinions. 相似文献
6.
《Chinese Education & Society》2013,46(4):49-62
Since the beginning of May 1974, our hsien, led by the higher Party committee, has initiated, on a trial basis, spare-time correspondence education for educated youths who have resettled in the countryside. The institutes of higher education in Shanghai provide us with teaching materials. Aside from this, our hsien has undertaken full responsibility for organization and tutoring. In connection with the needs of the Three Great Revolutionary Movements in our hsien, five subjects were initiated for the first term of correspondence education: "Selected Readings from the Classics of Marxism-Leninism," "History," "Writing," "Breeding of Fine Strains of Paddy Rice," and "Agricultural Meteorology." We have engaged 23 part-time teachers and enrolled 30 students for each subject, totaling 150. The students are organized according to subject into 30 study groups. These groups are distributed over nine communes and state farms where the resettled educated youths are relatively concentrated. 相似文献
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《欧洲教育》2013,45(1-2):11-35
Britain, like most countries of Western Europe, is poised between elite and mass higher education. If we define elite higher education as education for the highest stratum of professionals, administrators, and managers, say the top 5 percent of jobholders, and mass higher education as education for the majority of the nonmanual occupations, say 35 percent of jobholders - as contrasted with universal higher education, for most of the occupied population, say 80 percent - then Britain, with about 15 percent of the relevant age group enrolled in higher education, is approaching the halfway mark between the two. In this it compares favorably with most Western European countries. In 1968-69 only Belgium (13.7 percent), Finland (14.0 percent), France (13.9 percent), and Sweden (16.9 percent) surpassed Britain (13.5 percent) in enrollment rates, and only Sweden by a substantial margin. But of course this fell far short of the mass higher education of Canada (28 percent) and the United States (35 percent). (1) If we add all the part-time day and evening students in British higher and further education, however, we should come much nearer to this figure. In 1973 there were 3,963,600 students in higher and further education, of whom only 716,000 were full-time (including "sandwich course") students. (2) The part-timers were of quite varying ages and cannot properly be compared with the 18-22 age group, but those among them who fall between these ages would probably raise the enrollment percentage of this group to 25 or more. Part-time mass higher education has already arrived. 相似文献
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《欧洲教育》2013,45(1):84-89
Professor Tamborlini is the Director of the Centro Didattico per la Scuola Media in Rome, one of several national centers established during the 1950s to promote new programs and practices on all levels of education. He was a key figure in the school reform movement that culminated in the national law (of 1962) replacing the old Latin-oriented middle school and the vocational school — both for the 6th-8th year — with a new scuola media, common and compulsory for all, and no longer strictly preparatory for the (academic) liceo. 相似文献
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DONG YAN 《Chinese Education & Society》2013,46(4):85-91
This bibliography is intended to serve as an aid to those pursuing the study of Mao Tse-tung, Maoism, and education in China. Efforts have been centered on recent materials in European languages, primarily English, not covered in other available bibliographic works, some of which are listed in Section I: Bibliographies and Reference Works. Excluded from the present list are the many translations of primary Chinese materials to be found in periodicals such as Current Background (Hong Kong), Issues &; Studies (Taiwan), Peking Review (Peking), and Chinese Education (USA). 相似文献
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《Chinese Education & Society》2013,46(1):66-81
In Nanan hsien, schools are run in front of the doors of the poor and lower-middle peasants, in the remote mountain areas, and on the off-shore islands, as demanded by the poor and lower-middle peasants. This has changed the former irrational distribution of schools. Besides, sparetime schools and political evening schools of various types have been set up throughout this hsien by such means as are appropriate to the local conditions. In this way, popular education for school-age children and teenagers is basically achieved and 80 percent of the adult commune members can also take part in the study. Experience of this hsien shows that it is entirely possible to popularize socialist education so long as we conscientiously carry out Chairman Mao's "May 7 Directive" and fully arouse the masses. 相似文献
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《Chinese Education & Society》2013,46(3-4):3-7
The documents in this issue of Chinese Education were published in China in 1979 and 1980. They appeared originally in Renmin jiaoyu (People's Education), Hongqi (Red Flag), and Guangming Daily, and cover a variety of topics. 相似文献
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《Chinese Education & Society》2013,46(4):109-145
From the time T'ao Hsing-chih established the Hsiao-chuang School in 1927 and first advocated the theme that 'life is education, society is school" until his death in 1946, he held steadfastly to his advocacy of this theme. This theme constitutes the theoretical underpinning of his conception of life-education [sheng-huo chiao-yü]. 相似文献
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Society needs responsible leaders and entrepreneurs. CDIO (conceive, design, implement and operate) is a framework for engineering education based on outcomes, more than on contents, that has been adopted by a growing number of engineering educational institutions for producing the next generation of engineering leaders. In order to support engineering students to become entrepreneurs and to bear other concerns than merely technical on today's rapid changing world, the authors believe the CDIO syllabus needs to be improved, and therefore propose a pre requisite to a useful CDIO perspective: IdEF, standing for Identify, Evaluate and Formulate real problems and needs. Based on this concept, this paper describes a new pedagogical project framework (PUKHA - to project, to undertake, to know how to achieve). Within PUKHA projects, more than 300 students have trained and checked their will, risk, responsibility, communication, leadership and entrepreneurship over the last three years. 相似文献
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《欧洲教育》2013,45(1):50-66
On July 19, 1972, the Commission of the European Communities asked Professor Henri Janne, former Belgian Minister of Education and eminent Europeanist, to formulate the first principles of an education policy at Community level. Professor Janne submitted his report, For a Community Policy on Education, on February 27, 1973. We reprint here the general conclusions of this report. The entire study first appeared in the Bulletin of the European Communities, Supplement 10/73. 相似文献
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《欧洲教育》2013,45(3):77-83
On July 11, 1975, the French government adopted La Réforme Haby, an education act that authorizes a general reform of primary and secondary education. Named after René Haby, Minister of Education in the cabinet of President Valéry Giscard d'Estaing, the act is to be implemented progressively over a three-or four-year period beginning in September 1976 or 1977, depending on the speed with which the mechanics of the reform can be set in place. The new baccalauréat, which, as in the past, will be conferred at the end of grade 12 (la terminale), is not expected to be introduced before 1979 at the earliest. 相似文献
16.
《欧洲教育》2013,45(1-2):148-177
The Swiss Science Council was asked by the Conference of Cantonal Directors of Public Instruction to take a position on its report Tomorrow's Secondary Education. The Science Council issued its comments on March 22, 1974. We publish in translation the full text of the Science Council's position as it appeared in Politique de la science, August 1974, No. 3. 相似文献
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《欧洲教育》2013,45(4):56-70
Professor Eith's study was translated from Die Deutsche Universitätszeitung vereinigt mit Hochschul-Dienst, October 2, 1972. It was prepared before the membership of the European Community was expanded from six to nine but remains a timely statement on a delicate and important issue. Readers may find it helpful to consult the program of work in education, reprinted in the "Documentation" section of this issue of Western European Education, that was proposed to the Community in May 1973 by Professor Ralf Dahrendorf, the commissioner responsible for research, science, and education. 相似文献
18.
《Chinese Education & Society》2013,46(1-2)
On page 12 of Chinese Education, XI:2-3 (Summer-Fall 1978), it is incorrectly stated that the University of Chicago lends its Renmin jiaoyu holdings. While it will not do that, the Far Eastern Library of the University of Chicago will furnish photocopies or microfilms of the JMJY holdings on request. 相似文献
19.
《欧洲教育》2013,45(1-2):64-97
I. On the Significance of Curriculum Formation for the Educational System Many of the problems that in past years have precipitated struggles in the areas of educational theory and policy today fade in importance before the question of what is taught in the schools and how it is taught: for example, how schools are organized, what qualifications those who create schools must have, what participatory rights students, teachers, and parents enjoy, and so on. A central aspect of any school system is what is taught in it. (1) Moreover, the methods by which the content of instruction is produced, given general validity, and translated into school reality are thus the most important instruments for controlling the content of the school system in general, as the German Education Council has stressed many times in the last few years. (2) This is not just a recent problem. Historically, the school system has not infrequently seen debate on the content of work in the school and on the methods used to transmit that content. (3) In the end, however, such differences of opinion have terminated with the state — formerly represented by the sovereign and more recently by the educational authorities — handing down a final and binding decision with which all involved in school life had to comply. Decisions on the school concerning content, that is, how schools are to organized and with what content, will continue to be required, even though such decisions may be continuously subject to revision. Since the mid-sixties, however, a broad scientific and political discussion has been conducted as to how traditional curricula may be replaced — both in terms of content and in terms of method of development — by instruments that are adequately adapted to actual sociocultural and economic conditions as well as to the requirements of a social and democratic state based in law. 相似文献
20.
《Chinese Education & Society》2013,46(2):127-134
How is it that the brilliant directive of our great leader, Chairman Mao, that "intellectual youths be sent down to the countryside to receive reeducation from the poor and lower-middle peasants" has been realized completely throughout an entire hsien? The experience of Ch'ang-ling hsien in Kirin Province was that the leadership personally took a hand in relying on the poor and lower-middle peasants, in wholeheartedly doing the work, and in applying Mao Tsetung thought to the elevation of the level of reeducation. 相似文献