美、法等国对儿童好奇心的培养     

姚咏 《外国教育研究》2012,(3):11-15

好奇心是和认知紧密相连的,由好奇引发的发现和探索对幼儿的学习过程有着深远的影响。如何保护幼儿的好奇心并加以正确的引导一直是西方教育工作者研究的热点之一。目前,美、法等国推行的"动手做"科学教育项目正是以保护儿童的好奇心为出发点的。  相似文献   

L’encadrement pédagogique et disciplinaire dans les collèges d’humanités en France du XVIe au XVIIIe siècle     

《Paedagogica Historica: International Journal of the History of Education》2012,48(3):243-262

Every day, both the boarders and day‐pupils of the collèges d’humanités spent twice or three times as much time in breaks, study periods and meals as in class. However, although these hours occupied a major place in the lives of these adolescents, they have been much less studied than the teaching dispensed by the teacher, which is considered to be the core of the pedagogic activity. This article therefore endeavours to analyse the way in which pupils were supervised and to determine their out‐of‐class activities. In the most ancient forms of the collège d’humanités, the supervision of pupils outside class corresponded neither to specific personnel nor to specific places. In the early sixteenth century, this work was often undertaken by the régents d’humanités (teachers) themselves, by other pupils (in an activity resembling a form of tutoring), or by a preceptor or tutor. The Jesuits seem to have been the inventors of a new actor in the world of education, the dormitory master or préfet de chambre (praefectus cubiculi), who accompanied the pupils throughout the day and ensured that they worked during the study periods. As early as 1565, in the Parisian Clermont college, the boarders were thus organised into groups of 15 or 20 per dormitory under the authority of a Jesuit. The recourse to these masters spread not only among the Jesuits but also to the Oratorians; to the former medieval colleges which were vigorous enough to modernise; or to the newly founded colleges (as the Mazarin college which opened in Paris in 1688). The pupils who did not live in the colleges (the majority) enrolled in the private boarding establishments near the colleges. These boarding establishments did not merely accommodate the boarders but also catered for genuine non‐residents, who lived with their families and had recourse to them solely for the services of lesson repetition. These masters were in every case defined by their double role of permanent overseers of the boarders and pedagogues in charge of the study periods. They most closely shared the lives of the pupils. They therefore represented a key figure in the years of learning of these young people. This omnipresence covered a double necessity: the educational care of the children, assuming the role of a parental substitute, and the continuous supervision of a community of male adolescents aged from 10 to 20. The fear of misbehaviour, disorder and fighting as well as the attention paid to clothing or appearance appeared constantly in the instructions given to the supervising tutors. Above all, their pedagogic role consisted in ensuring that the personal work given by the teacher was actually done by the pupils. However, they were sometimes entrusted with certain aspects of learning, such as the preparation of text commentaries or the teaching of subjects which were not dealt with in class (history, geography or heraldry). In their organisation, the study periods resembled what happened in class more and more. This article therefore highlights the systematic presence of a means of supervising college pupils outside class and the role played by the supervising tutors in the education of these young people. It also demonstrates the central nature of this supervision in classical education. Contrary to the adult viewpoint (expressed by historians or contemporary witnesses), which is more preoccupied with educational theories than practical implementation, this importance is widely recognised in the memoirs which give the pupil’s point of view and invite us to turn our entire attention to this aspect of the lives of the college pupils.  相似文献   

法国现行“双轨制”职业教育体系及其启示     

刘继芳 《中国高教研究》2012,(11):103-107

法国现行的职业教育办学系统呈"双轨"模式,一轨是工学结合的学校职业教育系统,另一轨是学校外"双元制"学徒培训中心系统。两轨结构完整,纵横交错,中高职衔接合理,各自轨道内部和两轨之间升学路径贯通,办学民主、灵活、开放。两轨以初中毕业为起点,提供从中等到高等的学历职业教育,颁发种类独特的职业教育文凭。法国职业教育体系建设的成功经验对我国构建职业教育体系具有积极的借鉴意义。  相似文献   

La spécialisation des professeurs en question: l’organisation pédagogique au prisme des contraintes matérielles (France, 1865–1941)     

《Paedagogica Historica: International Journal of the History of Education》2012,48(4):548-588

ABSTRACT

Worldwide, subject-matter teachers are commonplace in post-elementary schools. Teachers’ specialisation appears as a key characteristic of secondary schools as opposed to the polyvalence of primary school teachers. Historians have already studied the long process of teachers’ specialisation, which started, in France as in Prussia (for example), at the beginning of the nineteenth century and developed alongside secondary school modernisation. Those works have usually focused on professional aspects: the structuration of professional groups thanks to the unification of training and recruiting processes, the organisation of teachers within subject-matter associations etc. However, they have not paid much attention to the resistance opposed by other forms of pedagogical organisation, as if polyvalence were were just a backward anomaly, a backward anomaly, doomed to disappear.

This paper seeks to shed new light on this question using a comparison between the different forms of post-elementary schooling that existed at the same time in France between the last third of the nineteenth century and the middle of the twentieth, when the slow growth of post-elementary schooling was mainly due to the success of subaltern institutions. In those institutions, dedicated to technical education, girls’ secondary education, or upper-lower classes’ education (“primaire supérieur”, “secondaire special”), different kinds of polyvalence or bivalence were experienced in the classrooms. At the same time, specialisation was triumphing in classical secondary education. Why, how and to what extent did specialisation eventually impose itself in these different institutions? To address this question, two types of material are used. On the one hand, the question is studied on a national level, analysing both the legislation and the controversies it arouses in pedagogical and professional reviews. On the other hand, these views and theories are confronted with a prosopography of post-elementary school teachers in one department, Eure-et-Loir, which offers several forms of post-elementary institutions. This question is addressed focusing on literary disciplines (philosophy, French, Latin, Greek, modern languages and history and geography). By narrowing the scope, the intellectual and cultural stakes of the various pedagogical organisations that were implemented or advocated may more easily be grasped.

The first part of the article examines the most common (though relatively untested) hypothesis: there was just one strategy for those who advocated the promotion of subaltern types of post-elementary schooling as part of a democratisation process, and this strategy was reproducing the model of the elite institution, secondary classical education, including its pedagogical organisation, starting with subject-matter teachers. The chronology of the changes, the content of the debates, as well as a comparative inquiry into teachers’ remuneration induces us to discard this hypothesis as insufficient if not irrelevant. For girls’ secondary education, a trade-off may be observed between equalisation (of salaries, rights etc.) and pedagogical alignment. For the other institutions, there was no lack of advocates for the specificity of the pedagogy or of the institution; however, specialisation was usually considered a process that could ameliorate the quality of teaching in these institutions without renouncing its specificity.

In fact, in the period under study, the louder advocates for less specialised teachers came from secondary classical education itself: the specialisation process as well as the fragmentation of the class schedule had pedagogic inconveniences, abundantly noticed and commented on by subject-matter teachers themselves. In the second part, these critics and the two main alternatives suggested by the teachers are examined. The first is linked with the Progressive Education movement (“Education nouvelle” in French). The École des Roches, a private institution, tested an original organisation that combined the tradition of the humanities with the modern characteristic of “Éducation nouvelle”: there was only one teacher for history, geography, French, Latin and Greek. The teacher was thus enabled to practise a pedagogy of interest, as advocated by Ovide Decroly. The second alternative was advocated by some modern language teachers: if modern language teachers could teach French as well as a modern language, this pedagogic organisation could give strong unity to the until then defective “modern” curriculum (without Latin).

The third part turns towards the effective organisation of post-elementary schools in Eure-et-Loir. To what extent were these alternative conceptions of pedagogical organisation implemented? The analysis of individual records of teachers suggests several results. First of all, in small institutions – be they classical secondary institutions like “collèges” or modern ones like “écoles primaires supérieures” – specialisation of services was a luxury that most teachers could not afford. Most of the time, they had to teach several subjects, even if they had been trained for just one. However, polyvalence was not used as an opportunity to make connections between the subjects. Class schedules rarely enabled teachers to use polyvalence as a way to teach several subjects to the same pupils. More often, polyvalence was used by the administration as an expedient that some teachers explicitly tried to escape, for example by asking for a move to a bigger institution.

This mundane reality of small institutions invites us to pay renewed attention to teacher training and its regulation during the same period. At the end of the nineteenth century, teachers’ specialisation had been inextricably linked with the modernisation of universities through the specialisation of the “licence de lettres” in 1880. When this model proved to be partially irrelevant for a significant proportion of post-elementary schools, how did universities react? Were universities fit for something other than training specialised teachers? The answer is yes. The curriculum organisation of the licence opened up several possibilities for training polyvalent teachers. This perspective was still looming at the end of the 1930s.

The curricula of the different post-elementary settings analysed in this article shared the same characteristics: they worked as “serial codes” not as “integrated codes”, to quote Basil Bernstein. Therefore the specialisation, bivalence or polyvalence of the teachers did not have much influence, in itself, on the degree of integration of the curriculum. From this perspective, specialisation could probably guarantee better teaching of the subject matters. However, polyvalent teachers were better suited to small schools than specialist ones. Considering demographic and geographic constraints, there was a clear trade-off between specialisation of teachers and separation of publics. In small cities, it was necessary either to mix the pupils to specialise the teachers, or to accept some kind of polyvalence to keep different types of students separated; the debate was still open during the 1930s. School massification, coeducation and the baby-boom era rapidly settled the matter for small cities after the Second World War, giving way to an effective specialisation of teachers. But the question remained open, until the end of the 1970s, for rural settings.  相似文献   

英军焚毁圆明园事件与“国际法”     

王开玺 《北京师范大学学报(社会科学版)》2012,(2):55-65

1860年10月,英国首席代表额尔金以清政府虐待英法"侨民"致死"违犯国际公法"为借口,悍然下令侵华英军劫掠并焚毁了圆明园等中国皇家园林。查证史实,可知当时并未形成世界意义上的"国际法",美国人惠顿的法学著作《万国公法》尚未传入中国,清政府也未签署任何有关战争的国际法文件。若就事论理,指出清廷违反人道主义是必要的,但责难清政府违反国际法却是没有道理的。反过来看,拥有国际法观念的英法军队对身受重伤的中方非战斗人员清宫太监,不但未进行必要的医疗救治,反而加戴镣铐,实施虐待,这种行径与他们标榜的国际法是相违背的。英法军队焚毁圆明园,劫掠文物,是违反他们自己的"国际法"的,是毁灭人类文明的野蛮犯罪。  相似文献   

中法职教体系中第四级教育的比较及借鉴     

马吉帆 《职业技术教育》2012,33(10):85-89

法国在职业教育体系中设置了将过渡教育与补充教育相联系、将取得文凭与考取职业资格证书相联系以及将预科教育与升学就业相联系的第四级教育,对于构建衔接贯通的现代职业教育体系具有重要意义.我国教育体系中也存在一些第四级教育形式,但并没有将其作为一个独立的教育层次.为实现中高职教育的协调与衔接,我国应借鉴法国经验,积极发展第四级教育.  相似文献   

Cinquante années de débats et de recherches sur l’école française     

Pierre Caspard  Jean-François Condette 《Paedagogica Historica: International Journal of the History of Education》2014,50(6):786-796

Two major factors have contributed to the evolution of French historiography in the history of education in the past 50 years. The first relates to the general orientation of public debate about schools, which has shifted from a paradigm concerning democratisation to one that focuses on student success rates and the efforts to eliminate inequalities of all sorts. The second factor that has affected scholarly orientations lies in changes linked to academic positioning between pedagogy, history, and the educational sciences in the context of increasing university hirings, at least until recently. These two changes in terms of scholarly paradigms and scholarly professional identities have encouraged the development of a certain number of approaches and questions: a reconsideration of the historic role of the State, an interest in a greater diversity of actors in the educational process, and a re-evaluation of the cognitive, cultural and social effects of teaching at all levels. Despite this, the history of education plays a minor role today in France, not only in teacher training but also in debates about the future of schools.  相似文献   

Sergius Yakobson in Europe and America     

Eugene Pivovarov 《Slavic & East European Information Resources》2013,14(4):369-379

This article is devoted to the career of Sergius Yakobson, a librarian, historian, and educator. Its first part focuses on his role in the development of the Slavic collections of the Library of Congress in the 1940s to 1950s after his emigration to the United States. In the second part, the author compares ways in which Slavica, Rossica, and Sovetica developed in America and France during and after World War II, using materials from Yakobson's survey of Paris Slavic collections made in 1953. The final part briefly discusses his work as a Sovietologist.  相似文献   

An evaluation of local teacher support strategies for the implementation of inquiry-based science education in French primary schools     

Monique Delclaux  Edith Saltiel 《Education 3-13》2013,41(2):138-159

This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were recovered through class observations. Findings confirm the need for long and continuous forms of teacher support, and expose the advantages and disadvantages of support delivered by pedagogues and support delivered by university science students. Writing in science class, which isa fundamental aspect of the French IBSE programme, is far from being implemented according to advocated practices.  相似文献   

法国和加拿大医师培养的差异及其社会历史原因   总被引：1，自引：0，他引：1  

汪青 《复旦教育论坛》2006,4(6):82-85

法国和加拿大在经济、政治、尤其是卫生保健体系等诸多领域有许多相似之处,但在医学教育体制上则有较为显著的差异,其主要原因可归结为两国的历史发展进程及民族价值观各不相同。从不同国家的社会、政治、历史的角度来分析比较其医学教育体制及教育过程的异同,对医学教育的国际合作、医学教育改革等有着非常重要的参考与借鉴作用。  相似文献