会考:法国社会关系结构再生产的关键机制——解读布迪厄的《国家精英—名牌大学与群体精神》     

刘清华  李占伦 《考试研究》2006,(4)

20世纪60年代—80年代法国的各种会考资料,证明了其学业评判体系与学生的社会关系结构具有高度的一致性,会考是法国社会各种优势资本争夺的中心与关键,是法国社会关系结构再生产的关键机制。  相似文献   

法国2021年大学考试招生制度改革评析     

张玉环 《比较教育研究》2020,(3):42-49

法国教育部在2018年2月14日公布法国2021年"新会考"(大学考试招生制度)改革方案,明确指出2018年新入学的高一学生开始实行新课程计划,将于2021年全面实行新会考。改革原因在于法国现行毕业会考不再是学生通往成功的道路;毕业会考变得日益复杂,越来越不人性化;毕业会考不够重视平时成绩,利于临时抱佛脚的学生。基于这些原因,法国2021年大学考试招生将取消分科,增加课程自主权;更新课程,培养新时代人才;注重平时,实施过程性评价;更好定位,实现学生个性化诉求。由于大学招生制度改革牵一发而动全身,法国民众就此展开激烈讨论。  相似文献   

Examining the well-being and creativity of schoolchildren in France     

Agathe Fanchini  Agathe Dirani 《Cambridge Journal of Education》2019,49(4):391-416

This article builds theoretically and empirically on the concepts of creativity and well-being within the schooling context, focusing on 855 preadolescents attending primary schools in France. Following and testing a line of argumentation delineated in educational research, creativity is defined as conceptually distinct from, but closely related to, student well-being. ‘Creativity’ is defined as a high level of adaptability and flexibility of thought, and ‘well-being’ as both the presence of positive affect and the absence of negative affect (hedonic components), as well as a high level of engagement and feelings of competence (eudaimonic components). Empirically, operationalizations of multi-dimensional concepts of creativity and well-being are tested and the relationships between these variables and pupils’ academic success are considered, taking into account the potential moderating effects of gender and parental involvement. These associations are found to be complex and vary considerably between components of well-being and creativity.  相似文献   

吴稚晖旅欧时期的教育思想浅析     

汤焕磊 《商丘师范学院学报》2004,20(1):99-101

吴稚晖在旅欧时期由于受西方近代社会思潮、尤其是无政府主义的深刻影响,使他把教育看作是一个国家盛衰的“总因”,认为配称教育二字者只是科学工艺,近代中国的落后挨打就在于科学工艺发展的迟滞。在批判国内旧式教育的同时,他编报印书,普及科学常识以提高国民素质,鼓吹科学工艺以倡导青年劳作。特别是他创造性发起的留法俭学运动和创办海外中国大学,为近代中国培养了一大批急需的高科技人才,在近代中国教育史、中外文化交流史上写下了光辉的一页。  相似文献   

抗日战争时期中法关系述论     

杨邓红 《信阳师范学院学报(哲学社会科学版)》2003,23(3):118-121

抗日战争时期，国民党政府为了争取法国对中国的支持，进行了多方努力。但是，由于法国政府迫于德国和日本的压力未予响应，相反却一步步走上亲日反华的道路，中法关系最终走向彻底破裂。  相似文献   

法国学校与家长之间的交流与协调     

杨天平 《外国教育研究》2004,31(1):42-44

从上个世纪80年代开始，法国中小学教育改革的一个显著特征就是注重学校管理的民主化和开放化，鼓励并指导家长特别是工人阶层的家长参与学校教育管理，建立和谐的家校联系，学校与家长协同加强对学生的教育，同时通过设置协调人这一角色，专门为家校双方提供服务，发挥其积极作用，以改进家校之间的沟通与交流，促进学校教育质量的提高。  相似文献   

中法工程专业硕士培养教育体制对比与分析     

杨英英  李振博 《教育教学论坛》2020,(10):73-74

文章首先对中法两个国家的教育体制进行了简单的介绍,然后针对两种教育体制下的工程硕士培养模式进行了对比与分析,指出两种培养模式对硕士人才培养的优缺点,着重分析了法国工程师培养模式和培养理念,为我国硕士人才培养模式的改进提供新思路,提高我国硕士教育教学质量,同时可为中法学术合作、交换生交流及硕博士双学位的合作方面提供指导。  相似文献   

法国继续工程教育的特点     

刘奉越 《职业技术教育》2005,26(29):73-75

法国是发达的资本主义国家,其继续工程教育也很发达.由于法国独特的文化与历史背景,继续工程教育发展呈现出鲜明的特色:政府高度重视继续工程教育的立法工作;确立教育休假制度;确保继续工程教育经费;建立继续工程教育组织;高校和社会团体积极参与继续工程教育;采取实用性教学.  相似文献   

试论中法战争与闽台分省的关系     

张孙彪 《福建师大福清分校学报》2005,(4):93-96

中法战争前台湾寓闽的行政建置逐渐显出弊端,不利于开发台湾本岛的资源,进行独立防务的建设和闽台防务体系的构建.中法战争后,清政府在闽台战场的惨败,闽台防务体系所暴露出来三个缺陷,成为清朝统治者思考台湾行政制度变革的出发点.建省之后,省一级的行政建置从制度层面上解决了这些缺陷,总体上加强台湾的独立防御力量,抵御外侮,维护祖国统一.  相似文献   

Les colonies de vacances en France, 1944–1958: impulsions politiques autour d’un fait social majeur     

Julien Fuchs 《Paedagogica Historica: International Journal of the History of Education》2017,53(5):602-622

Abstract

This article looks at the French state’s approach to the “colonies de vacances” between 1944 and 1958. Created in 1876 by the Reverend Bion in Zurich, these summer camps originated as a charitable institution: their initial purpose was to provide rural retreats and to restore the health of poor urban youth. Set up on French soil in 1880, these institutions gradually grew in France in the late nineteenth and early twentieth centuries. Considered both as complements to the republican school and as extensions of the “patronages” (parish unions), they were important for children and adolescents from the industrial city suburbs, and were enshrined in the leisure policies of the Popular Front from 1936 onwards. After the Second World War, summer camps in France became a major social institution (300,000 children went to summer camps in 1945, 900,000 in 1949) in response to both hygiene and educational needs. Based on the archives of the Directorate of Youth Movements and Popular Education (1944–1947) and the General Directorate of Youth and Sports (1948–1958), this article aims to examine the politics behind the organisation of these summer camps and to demonstrate the social and political importance of these popular educational institutions which, in 1957, involved 1.35 million French children and teenagers. Although the history of French summer camp federations (UFCV, CEMEA, CPVC, UFOVAL, etc.) has been widely studied, how the state sees its role and influences these organisations has mostly been considered indirectly. The intention is to show that among the educational, cultural and sports policies implemented during the Fourth Republic in France, those related to the organisation of “colonies de vacances”, and therefore the organisation of holidays for a very large number of children and teenagers, occupy a significant place. In 1944, the summer camps were widely supported by the French state, which also planned to regulate this booming sector. The creation of qualifications for summer camp staff and directors in 1949 obliged organisations to start training schemes: they trained staff and directors to work in the municipal camps, associations, etc. Security issues led to the state tightening control of the summer camps, their recruitment and their activities. There was a great deal of political investment in these “colonies de vacances” during this period, and this was reflected in the creation of a Ministerial Education Committee in 1950, a general and regional body of inspectors for these camps, etc. However, the considerable expansion of summer camps posed increasing problems at the national political level resulting in changes to the initial subsidy policies. The State played a major part in crucial issues such as the sociological diversification of these institutions and the changes in their social role according to evolving sociocultural trend. The fact remains that the “colonies de vacances” were for the French state a centrepiece of the “popular education” that the political actors of the Fourth Republic wanted to implement in order to build the France of the post-war period..  相似文献