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德国完全中学的高中阶段德国普通高中阶段的教育几乎完全由完全中学来承担。德国的完全中学的高级阶段大体上包括第11至13年级,与我国的普通高中大抵相当。但因我国的普通高中包括第10至12年级,德国的完全中学高级阶段高出我国高中1个年级,故德国并不承认我国的高中毕业生 相似文献
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稍微了解一些德国教育制度的人,都知道完全中学是典型的德国普通中学。本文的题目《欧洲完全中学》并非因为完全中学普及到了全欧洲,而是为了迎接1993 相似文献
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1990年9月,我们受德国格奥尔格一艾克特国际教科书研究所的邀请,在德国西部访问了近两个月,主要考察西部德国中学地理教材建设的情况,下面简要地介绍我们所了解的西部德国中学地理课程设置、教材编写和教学等方面的概况。 中学地理课程设置 在西部德国,不论是以升大学为主旨的九年制完全中学(文理中学),还是以培养中级管理人员和技术人员为主的六年制实科中学,或是不入完全中学和实科中学的五年制普通中学(基础学校),以及新型的九年制综合学校,都设置地理课程。5～9年级或5～10年级,地理课作为必修课程,完全中学的11～13年级设置地理选修课。 相似文献
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让每一个学生的特长得到充分发展——德国普通高中阶段课程研究 总被引：2，自引：0，他引：2
本文以巴伐利亚州、北威州和萨克森州为例剖析了德国完全中学高中阶段的培养目标与性质定位 ,阐明了德国完全中学高中阶段在扎实的共同基础教育之上充分发现和发展每个学生特长的培养方针与措施 相似文献
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孙智昌 《历史教学(高校版)》2000,(2)
1988年以来,原国家教委基础教育课程教材研究中心与德国格奥尔格—埃克特国际中学教科书研究所合作互审对方的历史、地理教科书中有关本国的内容(1995年后改由中央教育科学研究所承担这一工作)。合作是从交换教科书开始的,以后召开了多次正式的和非正式的教科书会议,取得了重要成果。本文拟将我们参加这一项目过程中了解到的德国(主要是原西德)中学历史课程设置、教科书发展和教学特点,作一简要介绍。一、中学历史课程设置在德国,中学分为主要学校、实科中学、完全中学和综合中学。主要学校招收因程度差而上不了完全中学及实科中学的学生,修… 相似文献
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德国的教育由基础教育、高等教育、职业教育和继续(成人)教育四大部分构成。其中,基础教育包括初级教育(学前教育)、初等教育(小学)、中等教育(中学),初级教育和初等教育也称为第一阶段教育,中等教育也称为第二阶段教育。初级教育由各州社会发展部成文教部负责。初等教育和中等教育均属各州文教部管辖。在德国的中等教育即第二阶段一级教育中,包括主体中学、实科中学、完全中学和总合中学四种类型学校。而第二阶段二级教育主要是指完全中学、总合中学的高中部 相似文献
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双元制培训和全日制职业学校 双元制职业培训又称初级职业培训和徒工培训。德国职业教育虽然包括转业培训、各种全日制职业学校的教育和职业继续教育,但主要是指双元制徒工培训。 所谓双元制徒工培训就是对已完成9年义务教育的主体中学、实科中学毕业生和一部分放弃升学机会的完全中学毕业生进行就业前的职业教育。这是德国培养技术工人的基本形式。 相似文献
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应德国汉斯·赛德尔基金会邀请，云南省教育考察访问团一行10人，于2002年3月13日—27日对德国巴伐利亚州进行了为期半月的考察访问学习。现将考察情况介绍于后。一、重视教师职业专业化的师资培养在巴伐利亚州，所有师资力量都在普通大学进行培养。师范专业学制一般为4年。入读师范专业的学生入学时选定今后进行教学工作的学校类型，如：小学和主体中学，实科中学，完全中学等。师范生按选定的学校类型规划自己的专业和教育学学习课程。师范专业毕业时不参加大学毕业考试，而参加国家统一组织的第一次（初级）考试。考试通过后，学生去相关… 相似文献
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徐龙 《和田师范专科学校学报》2006,26(6):171-172
随着高中英语新课程改革的不断深入,高中英语教材日趋完善,应运而生的交际英语教学法在教学界越发引起了足够的重视。然而,交际英语教学法却在某种程度上淡化甚至忽略了语法教学,在交际过程中不可避免地出现了不必要的语法错误,从而影响了交际的正常进行。本文阐述了高中英语新课程的目标,分析了在目前新课程背景下的高中英语语法教学的现状,强调应更新观念,加强高中英语语法教学,使新课程的目标得到实现。 相似文献
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It is clear from several government reports and research papers published recently that the curriculum for English in primary and secondary schools is about to change yet again. After years of bureaucratic stranglehold that has left even Ofsted report writers criticising the teaching of English, it seems as if the conditions are right for further revisions. One of the questions that inevitably arise when a curriculum for English is reviewed, relates to the place and purpose of the teaching of grammar. This paper outlines a possible curriculum for grammar across both primary and secondary phases, arguing that for the teaching of grammar to have any salience or purpose at all, it has to be integrated into the curriculum as a whole, and not just writing. A recontextualised curriculum for grammar, of the kind proposed here, would teach pupils to become critically literate in ways which recognise diversity as well as unity, and with the aim of providing them with the means to analyse critically and appraise the culture in which they live. 相似文献
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王斌 《乌鲁木齐职业大学学报》2014,(4):84-86
针对初、高中语文教学在语文知识方面的语法知识、文言文阅读、论述文阅读、写作四大板块上的衔接需求,在相对应的继续教育课程设置上有具体体现,取得较好效果,真正做到为一线中学语文教学服务. 相似文献
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S. J. Prais 《牛津教育评论》2013,39(1):69-73
In an endeavour to compare the teaching-efficiency of individual secondary schools in England, the Department for Education and Employment (DfEE) published measures of pupils' progress in learning attainments between the ages of 14 and 16, based on the results of obligatory nationwide tests in a range of school-subjects at each of those ages (SATs and GCSE). The results were subsequently used by commentators to suggest that grammar schools do not make as much progress between those ages as comprehensive schools; and that pupils who are high-attainers at age 14 do better in their subsequent two years if they attend a comprehensive school rather than a grammar school. The present paper examines the robustness of the measuring rods for these purposes; it concludes that they are hardly adequate but, insofar as they are used for these purposes, the results indicate precisely the opposite: namely, greater average progress (greater 'value-added') for grammar schools, and for high-attaining pupils in grammar schools. 相似文献
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Evidence from a recent study of English teaching in three London schools in the post-war era suggests that changes to curriculum and pedagogy, commonly attributed by historians to the 1960s, were well underway in the 1950s. Major changes associated with ‘New English’ occurred when teachers began taking the lives and experiences of their pupils as material for English lessons. However, changes in an all-boys grammar school followed a different path. Using oral history methods combined with mixed documentary evidence (including teachers’ records and pupils’ work), we reconstruct the experience – the aims and beliefs – of a left-wing grammar school teacher, and we show how, under the influence of F. R. Leavis and the Scrutiny movement, he made response to literature a central activity at a moment when the place of English was uncertain, and the subject lacked academic prestige. 相似文献
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新课程理念下中小学英语教学需要处理的几个辩证关系 总被引：1，自引：0，他引：1
张献臣 《课程.教材.教法》2007,27(4)
新课改后的基础英语教学取得了一些可喜的成绩,但还存在一些不容忽视的问题。为了正确理解和实施新课程的教学理念,我们应当处理好英语教学中五个辩证关系,即课本、教材与课程资源的关系;语言知识教学与综合语言运用能力培养的关系;以学生为主体与以教师为指导的关系;综合教学法与任务型教学的关系;淡化语法教学与优化语法教学的关系。 相似文献
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王钢 《黑龙江教育学院学报》2010,29(11)
从宏观的角度,可以把俄语语法分为形式语法和功能语法。传统的形式语法存在一些弊端,在对形式语法的反思和批判中产生并发展了功能语法。当代俄罗斯功能语法流派众多,百家争鸣。把功能语法与形式语法完美地结合并有效地运用到我国的俄语语法教学实践中,是俄语教学工作者为之奋斗的目标。 相似文献
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李海虹 《昆明师范高等专科学校学报》2004,26(2):74-76,80
小学英语课程标准是针对小学生年龄特征和新的教学模式而设置。目的是改变英语过分重视语法和词汇的讲解和传授。加强学生实际语言运用能力的培养。强调从学生的学习兴趣，生活经验，认知水平出发，倡导实践、参与和交流的学习方式。结合昆明市小学英语课的教学实际和小学生应达到的英语听、说、读、表演各方面的标准，得出具体的教学目标和要求。课程评价的目的是逐步改变传统的考试方式。以课程标准为指导对教学的过程和结果做出科学评价。力求对小学英语教学和小学英语教师有一定的帮助。 相似文献
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There are still 10 English local educational authorities (LEAs) that are wholly selective and a further 10 with some grammar and secondary modern schools. This article examines the academic performance of pupils in secondary modern schools and the funding of these schools using national data sets matching pupils' performance at Key Stage 2 and General Certificate of Education (GCSE) as well as data on funding from Section 52 statements. Students in secondary modern schools gained one less grade on average than equivalent students in comprehensive schools while grammar school pupils obtained five grades more. After taking account of the cost factors and grant entitlements that influence funding per pupil, secondary modern schools in the years 2000/01–2002/03 were funded around £80 less per pupil while grammar school pupils received over £100 more per pupil compared to comprehensive schools. Secondary modern schools were more likely to be in financial deficit than comprehensive and particularly grammar schools. Thus, students are academically disadvantaged by attending secondary modern schools, which in most selective LEAs do not receive sufficient additional funding to offset the depressing effects on attainment of the increased social segregation arising from a selective system. 相似文献
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Ulla Johansson 《International Journal of Inclusive Education》2013,17(2-3):265-280
In 1927 the Swedish grammar school opened up for girls. Thereby girls got access to higher education on the same conditions as boys, at least formally. Thus, many towns' boys and girls were seated in the same classroom. In the large cities, however, sex segregation remained, as separate grammar schools for girls were established and some boys' grammar schools were still reserved for boys. The main aim of this paper is to compare the process of gender construction in these different school forms during the period 1927–1960. The questions put are: Were the discourses and the discursive practices of these schools part of the politics of equality or the politics of difference with regard to gender? Which representations of gender and gendered patterns of communication and domination did they produce? The main data consists of interviews with 30 ex-students of coeducational schools and female and male single-sex schools. The conclusion is that the pedagogy in all school forms was inscribed within the meritocratic discourse of equality, which was also important in shaping the students' subjectives. Both girls and boys had to prove themselves worthy of the privilege of attending the grammar school, and in this respect girls as a group were more successful than boys. To begin with the politics of equality also operated in the norms for how girls should dress and look, but later on a discrete make-up was allowed. The politics of difference was manifest in the swot syndrome, the techniques for punishments and rewards, and also, at least partly, in physical education. It was also manifest in the traditional representations of masculinity and femininity, like the male breadwinner and the housewife, prevalent in boys' grammar schools. Girls in female single sex schools, on the other hand, were firmly determined to make a career of their own. 相似文献