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1.
《职教论坛》2016,(33)
随着全民教育时代的到来,作为其实施基地的社区教育,其功能开始向构建"学习型社会"和"全民终身教育体系"而进一步延伸。社区教育,这种对传统正规学校教育的补充式教育以其全员性、全面性、全程性实现了社区全体成员素质和生活质量的提高。很多国家都有其独具特色的社区教育模式,本文主要就日本公民馆和美国社区学院与企业的联合模式这一方面做出分析,以期对我国社区教育与企业的联合有所启示。通过研究社区教育与企业结合的模式,不难发现它可以实现企业与社区教育的共赢。具体表现在它能促进企业科技成果的转化、提高人才培养的质以及深化精神文明的建设。综合社区教育与企业结合模式的相关文献,发现作为社区教育中心设施和基地的日本公民馆和美国社区学院与在企业结合模式中当属典型,研究它们对于探索我国特色的社区教育与企业结合模式有着重要的意义。 相似文献
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正日本社区教育学会成立于1975年,多年来已形成了一套较为成熟的社区教育理论和实践体系,探索出了通过社区教育活动使儿童得到更好发展的新型教育模式,值得我们借鉴。一、树立"重视生活课"的教育思想涩谷忠男是日本社区教育学会的首任会长,他长期在京都市的农村地区从事教育工作,是具有进步思想的教育家。他认为知识不完全是从书本上学到的,大量的知识积累应该在实际活动 相似文献
3.
赵小段 《兰州教育学院学报》2011,27(2):111-113
国外社区教育研究的脉络是：社区研究带动了社区教育的研究,联合国教科文组织关于终身教育思想的研究是国外关于社区教育研究的核心。本文即以美国和日本等发达国家对社区教育若干问题的研究作为国外社区教育研究的典范展开分析。 相似文献
4.
社区教育是实现终身教育,迈向学习化社会的一种主要的教育活动形式,对当前社区教育的模式分析研究的基础上,对山东广播电视大学提出的"五四式"社区教育体系和教育模式进行了研究并进行了构建,提出了基于开放大学的社区教育新模式。其中"五四式"即"五"是构建省、市、县(区)、乡镇(街道)、社区五级社区教育体系,在省、市两级设立社区大学,在县市区设立社区教育学院、在乡镇(街道)设立社区教育中心、在社区设立社区教育学习点。"四"就是省校将构建"社区教育规划+社区教育研究+学习资源开发+社区教育服务指导"四位一体社区教育模式。 相似文献
5.
高参参 《湖州职业技术学院学报》2014,(1):13-16
社区教育队伍是决定社区教育质量的关键要素。在明确社区教育队伍的构成和社区教育特点的基础上,指出对社区教育师资的特殊要求。通过实证研究,对目前师资队伍在组建、运行、管理方面存在的主要问题进行分析梳理,并尝试提出建立"三位一体"社区教育队伍的构想,对其在构建、运行与管理方面提出了建议,以期为社区教育队伍建设,提高社区教育质量,实现社区教育绩效最优化起到一定的指导与借鉴作用。 相似文献
6.
韩秀娟 《吉林广播电视大学学报》2012,(11):66-67
本文通过描述美国和日本发达国家社区教育发展的脉络及我国社区教育理论与实践发展现状,试图从社区教育的定义、社区教育资金投入来源及平台开发等若该问题对我国社区教育加以研究分析。 相似文献
7.
日本的社区教育起步较晚,但发展速度很快。二战后,日本逐步形成了独特的社区教育模式和教育体系。形成了日本社区教育十分重视立法化、教育设施完善和教育面向全体社会成员的特点。日本社区教育正在为日本教育、社会和经济发展发挥着积极地作用。 相似文献
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9.
社区教育是实现社区文化整合和居民心理认同的关键力量,也是提升社区综合功能和文明程度的重要手段。通过分析北欧、美国和日本几个国家和地区社区教育的特色,从社区教育理念、政策支持以及灵活适应性等方面提出了对我国社区教育的启示。 相似文献
10.
社区教育作为服务并依托于社区的一种教育形式,双方在目标相同、利益相关、"资源"互补或共促基础上存在一种共生发展的关系。在服务与保障指向上,社区教育是一种为了社区的教育,是社区发展的重要支撑;而社区又为社区教育提供存在与发展的空间,是社区教育发展的重要依托。有鉴于此,为深化社区教育与社区的互动共生,推进二者共生发展,应创造和提供如下前提条件:树立"共生发展观",为推进社区教育与社区共生发展提供理念支撑;做好"社区居民培育",为社区建设与高质量发展提供有力支撑;强化"资源保障",为社区教育的良性发展提供强劲支持。 相似文献
11.
陈学军 《南京晓庄学院学报》2012,(2):11-15,122
透过晓庄学校在目的共享、责任共担以及教育教学方法等方面的特征可以发现,陶行知强调的“学校是共同生活场所”的观念,体现的是一种“共同体”学校观。陶行知之所以强调学校应当成为共同生活的场所,与其“生活教育观”以及“社会即学校观”紧密关联。这也使其学校观不仅有助于我们思考“共同生活”这一学校共同体构建的途径,也提醒我们从“学校与社会关系”这一更宽广的视角考虑学校共同体的建设。 相似文献
12.
Yolanda Y. Smith 《Religious education (Chicago, Ill.)》2013,108(3):301-305
Children and young people have the inalienable right to be part of a learning community. Nobody can learn on his/her own. Education is always a communal enterprise. In this article the concept of the “spiritual learning community” is developed as a contemporary answer to the socioeducational issues raised by Martin Buber and John Dewey in the 1930s. Cultural and religious diversity today stimulate education and schooling more than ever before to reconsider the narrative-communicative and spiritual dimension of every learning process. The spiritual dimension of the learning community relates to a specific habitus, namely of de-centration from the self and dedication to the other, and to a specific focus, namely on existential questions as content of the learning process. Insights from philosophy of education and from European religious education theory and concrete experiences of teacher education at the universities of Dortmund (Germany) and Wien (Austria) form the horizon for this reflection. 相似文献
13.
Seymour Epstein 《Journal of Jewish Education》2013,79(2):21-25
Over the Past several years, a new and unprecedented challenge has been thrust upon professionals in the field of Jewish communal service—the development of effective instrumentalities to absorb into the American Jewish community masses of Soviet Jews. Jewish educators have grappled with the difficulties and frustrations of this task along with their colleagues in the other disciplines of Jewish service. Yet if the influx of these new Russian settlers presents the organized Jewish community with unique and seemingly intractable problems, it also offers Jewish educational agencies—and more particularly central Bureaus and Boards of Jewish education—with an unparalleled opportunity to play a leadership role in this orchestrated communal effort. This essay purports to analyze this potential and to describe how one central agency, the Atlanta Bureau of Jewish Education, has endeavored to exploit it. 相似文献
14.
朱涛 《河北师范大学学报(教育科学版)》2004,6(2):33-37
学习型社会的建设要在学习型社区普遍建立的基础上进行，学习型社区的创建又有赖于社区组织的学习化建设。从组织形态看，社区存在两大类性质明显不同的组织，它们的学习化建设既需要共通的策略，也要求专门的举措。 相似文献
15.
Dr. Walter Ackerman 《Journal of Jewish Education》2013,79(3-4):4-8
The establishment in 1910 of the Bureau of Jewish Education in New York was a turning point in the growth and development of Jewish education in North America. That bureau, arguably the most lasting legacy of the failed New York Kehillah, gave concrete expression to the idea that education was the responsibility of the entire community, an activity too important to be left to the efforts of partisan groups of limited reach and capability. The example of the New York agency spurred the founding of similar offices in cities throughout the United States and Canada. We are able today to record eight decades of educational programs guided by the assumption that a bureau or its equivalent is the preferred instrument of communal educational activity. 相似文献
16.
高校英语教师的教学学术实践与学生英语水平发展密切相关,直接决定我国高校英语教育质量。本研究基于 Weston & McApline(2001)教学学术实践三阶段发展续谱论,聚焦华东某高校一个英语教研组,叙事探究英语教师教学学术实践的故事。研究发现教学学术实践是个体和共同体共创共享教学知识 的科研活动;具有问题链效应､批判反思性和互动探究三大特质。研究验证续谱论在我国高校英语教育语境下的适恰性,初步构建英语教师教学学术实践可行性指导框架,诠释高校英语教师专业化发展的有效路径。 相似文献
17.
Isabel Ruiz‐Mallen Laura Barraza Barbara Bodenhorn Maria de la Paz Ceja‐Adame Victoria Reyes‐García 《International Journal of Science Education》2013,35(13):1755-1770
Strengthening links between school and community is critical for improving people’s participation in environmental issues. However, Mexican education programmes are generally unrelated to rural students’ life experience and are planned without considering either teachers’ or students’ opinions. This article describes the participatory construction of a preparatory school environmental education (EE) programme in Ixtlan de Juarez, a Mexican indigenous community internationally recognised for sustainable forest management. The qualitative research methods used are based on the action research methodology. Results from interviews conducted with the preparatory school’s headmaster, the coordinator, and nine teachers provided the needed documentation of the school site for contextualising learning activities. Feedback during focus groups with six students, three teachers, five local communal authorities, and two researchers highlighted that all participants perceived the need for creating an educational programme focused on local forest management. The contents and activities of the programme were designed by the focus group’s participants. The programme has been continuously taught by teachers and forest workers since 2005 and was officially integrated with the preparatory school science curriculum in 2006. This participative educational experience has thus transformed the mandatory school curriculum in Ixtlan. 相似文献
18.
David Lundie 《Diaspora, Indigenous, and Minority Education》2017,11(3):117-123
Education is a complex social practice. In the United Kingdom context, schooling is further nested within the complex social practices of community governance, quasi-market public choice, and religion. This essay explores the shifting definitions of community and education in the context of the Counter Terrorism and Security Act 2015, which places a duty on all public bodies, including schools, to prevent violent extremism. Drawing on analyses of the “Trojan Horse” moral panic in Birmingham schools in 2014 and guidance documents operationalizing the educational policy changes that followed, two distinct discourses can be observed, derived from different policy directions. One discourse is the social, concerned with integration and at times assimilation toward national norms; and the other is the communal, concerned with internal cohesion and development within the Muslim community. These can be characterized as societal “we identities” in vertical tension (Buzan, 1998). 相似文献
19.
李玉萍 《河北师范大学学报(教育科学版)》2008,10(7):109-112
当前形势下,增强高校思想政治教育的实效性刻不容缓。高校思想政治教育实效性不足的主要原因是,对新时期大学生群体特质认识不足,高校思想政治教育难以跟上实际要求甚至脱离实际,网络信息平台缺乏有效的管理和引导等等。因此,针对这些原因进行积极探索,是增强思想政治理论课教学的实效性的有效途径。 相似文献
20.
During 2004, the School of Education at the University of Ulster embarked on an innovative three-year project designed to embed community relations objectives within initial teacher education. With the advent of more peaceful times in Northern Ireland, this was a precipitous time for initial teacher educators to review the preparation given to beginner teachers for teaching in an increasingly pluralist society emerging from conflict. The present paper reports on one very specific and time-limited element of the broader project. That is, development work designed to investigate the possibilities of using processes of self-review and evaluation as a lever for improvements in initial teacher education for community relations. Following a brief contextualisation, the background to, and the development of, a set of materials designed to support rigorous and systematic self-review of all aspects of provision in a university-based initial teacher education department is described. The Community Relations Index for Initial Teacher Education (Cr-ITE) was envisaged as being of use to initial teacher education establishments in order to help teacher educators take responsibility for rigorous learning from their practice, whilst placing inclusive values at the centre of organisational development. The final section includes further critical reflection on the role of organisational self-review in transforming teacher education for inclusion in a society emerging from longstanding communal conflict. 相似文献