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1.
《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
2.
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
3.
《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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5.
《Chinese Education & Society》2013,46(1-2):12-26
The newly published High School Physics Syllabus for the Full-time Ten-Year School System (Trial Draft) (hereafter the Syllabus) has set forth for the high school physics course the purpose, principle, content, guideline, and methods for teaching it. With this the broad masses of physics teachers will have something to go by in their future teaching work; it is precisely what they urgently need. 相似文献
6.
《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
7.
《欧洲教育》2013,45(3):7-29
The Risorgimento bourgeoisie was not a monolithic and homogeneous bloc; it was diversified into regions and groups and accordingly represented diverse attitudes toward public education, a problem augured by the Illuminists and confronted by the Jacobins. Nonetheless, even the most progressive liberal and democratic wing, which undertook a number of measures in this regard (with coeducational schools, arts and trades schools, kindergartens, and a periodical press), was restrained by the fear, conscious and manifest to varying degrees and already present in the philosophes, beginning with Voltaire, that the extension of formal schooling to the masses entailed certain dangers, among which was to turn them away from humble manual labor — hence the concern for creating educational institutions in which exercises aimed at useful activity, or, if this were impossible, at ensuring the pupils be constantly reminded, whether true or not, that their future was that of workers and that this future be presented in the most favorable light. 相似文献
8.
《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
9.
《欧洲教育》2013,45(1):124-142
This curricular program for civics — or better, "social living" — is an excerpt from the Läroplan för Grundskolan (of 1962), the official program of studies for the Swedish "basic school," which includes grades 1 through 9 and enrolls all children from age six to sixteen. The social studies form an essential part of the school program and are taught from the 4th grade on as separate subjects (history, geography, civics), not combined as is customary in the United States. On the average, six (total) hours per week are devoted to these subjects. 相似文献
10.
《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
11.
《欧洲教育》2013,45(4):26-75
This article does not attempt to deal in comprehensive terms with educational policy formation in the Federal Republic of Germany. Nor is it a venture into institutional history. It is an effort to state some preliminary findings about relatively ignored aspects of educational policy formation, largely refracted through the recent experience of one institution, the University of Duisburg — planned over 400 years ago, established in 1655, closed "on many grounds, particularly the problem of unfavorable political circumstances in 1818," reincarnated the same day and year as a Pädagogische Hochschule (1), and most recently reformed as a comprehensive university (Gesamthochschule) comprising "die Abteilung Duisburg der Pädagogischen Hochschule Ruhr und die Fachhochschule in Duisburg."(2) Some materials will be drawn from recent forays of German social science into related fields, and from journal and daily press accounts of educational politics. 相似文献
12.
《欧洲教育》2013,45(2):90-118
1. Innovations in the Regular School System: The reform of the Swedish school system that introduced comprehensive schools as regular schools at the first level of secondary school in 1962 and the second level in 1971 was preceded by a redefinition of the school as an institution. Increased emphasis was placed on the school as an integral part of the society — influenced by social developments and, at the same time, contributing to social change. Accordingly, the school system should have a structure that enables it to help break down social barriers and foster conscious responsibility for social action in all schoolchildren. 相似文献
13.
《Chinese Education & Society》2013,46(1-2):134-145
The second volume of Mathematics a junior high school textbook (trial draft) for full-day ten-year schools, will be published soon. Some of our guiding thoughts in editing it are presented here for reference. Please give us your valuable opinions. 相似文献
14.
《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
15.
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
16.
《Chinese Education & Society》2013,46(1):31-45
Jen-min jih-pao has initiated a discussion on how to run "May 7" cadres schools well. We think the discussion is very necessary. Through it, we can exchange experiences, learn from each other, overcome shortcomings and adopt strong points, and all improve together. 相似文献
17.
《欧洲教育》2013,45(1):1-37
No major reform has marked the current return to school, in which nearly 13 million pupils have returned to their primary and secondary schools; but some innovations should be pointed out, the most important of which concerns the training of teachers (see News-letter 2/79). 相似文献
18.
《Chinese Education & Society》2013,46(3):112-126
Born in what is now known as Shantung Province's Tsou hsien, Mencius (c. 390-305 B.C.), whose family name was Meng and his name K'o, was a student of a disciple of Tzu Ssu who was Confucius' grandson. Mencius was a trumpeter for restoring the slave system and was long revered by the reactionary ruling classes as the "No. 2 sage," second only to Confucius, because he had inherited and made contributions in developing the reactionary theories of the Confucian school. The so-called "policy of benevolence," which was incisively criticized by Chairman Mao in On the People's Democratic Dictatorship, was a reactionary slogan which Mencius had done his utmost to advertise in his effort to restore the slave system. By criticizing his reactionary words and deeds and. analyzing the class content of his political line, we can better understand how the overthrown reactionary classes worked overtime to revive the old system and how they viciously attacked the new system. Through such criticism and analysis, we can also gain a deeper understanding of the class struggle under the dictatorship of the proletariat and see clearly the counterrevolutionary nature of Lin Piao and other political swindlers. 相似文献
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《欧洲教育》2013,45(4):58-76
Late in 1959, the Ministry of Education published a report on the situation of youth between the ages of 15 and 18. (89) The focus of the study, also known as the Crowther Report after the chairman of the committee authoring it (90), was the age group that was past the compulsory school age, a large segment of which was already gainfully employed with no further contact with formal education. The report, which contained important reform proposals on the organizational and curricular restructuring of the secondary school system, focused upon the following task, spelled out by the minister: "to consider the education of boys and girls between ages 15 and 18 in relation to the changing social and industrial needs of our society and the needs of its individual citizens, and in particular to consider the balance between these ages at various levels of general and specialized studies and to examine the interrelationship of the various stages of education." (91) 相似文献