排序方式： 共有9条查询结果，搜索用时 46 毫秒
1
1.
Ignacy Szaniawski Katedra Ksztatcenia 《International Journal of Science Education》2013,35(4):353-364
Summaries English Answers to questions pertaining to general education and basic subjects, as well as to vocational education (general‐technical education in particular) and the principle of integration cannot be reduced to formal speculations or to bare definitions, no matter how elegant and correct. In our era, which is the era of logic and of data‐processing, of automation and computers‐‐the analysis of the question of general and general‐technical education and the corresponding basic subjects of contemporary education must have the qualities of logical and epistemological necessity. The renaissance of formal and mathematical logic in contemporary general education and the inroads made by these subjects into the content and structure of contemporary vocational training‐‐are facts and trends without precedence in the history of education and school. Other developments from which there can be no retreat are the inclusion of data‐processing into the content and structure of the general education school, and the heavy reliance on mathematics in the process of vocational training, combined with elements of cybernetics, formal and mathematical logic, and science of management and control. Also, the time has come for a new principle of teaching, the principle of integration. 相似文献
2.
Friedrich Edding G. W. Parkyn Renzo Titone Oskar Anweiler Frederic Lilge John Vaizey Werner Levi B. Magierska Walter Schultze Mary Ewen Ulich Ben Morris Ignacy SzAniawski G. de Landsheere M. L. Kellmer Pringle W. Lenz Rudolf Haas John Bradley Josip Lukatela M. J. Langeveld S. Wiegersma H. H. Stern H. P. Rickman 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,8(3-4):471-498
3.
4.
Ignacy Waniewicz 《Prospects》1977,7(2):272-279
Ontario, a province located in central Canada, has a population of over 8 million people. Although the total area of the province is over 400,000 square miles (over I million square kilometres), the overwhelming majority of the population lives in southern Ontario, which includes less than one-third of the area of the province.The Ontario school system offers elementary and secondary education to all children and young persons able to profit from instruction. The school programme covers kindergarten, eight years of elementary instruction, and five years of secondary school. Compulsory school attendance has been enforced since 1870. At present the age of compulsory attendance is 6 to 16; kindergarten is voluntary at the age of 5, but nearly all children of this age are enrolled. Since the second half of the 1960s, junior kindergarten is being offered in many schools, and by 1974 the percentage of Ontario's 4-year-olds enrolled in junior kindergarten was 33 per cent. As far as the secondary school is concerned, in 1974/75 the net enrolment rate1 of persons age 16 was 87 per cent; of age 17, 69 per cent; and of 18, 34 per cent.The post-secondary educational system consists primarily of two major components: community colleges with over ninety compuses serving all the major economic regions of Ontario; and universities.The community colleges were introduced in the 1960s with the main purpose of providing joboriented programmes beyond the secondary level for high-school graduates who require post-secondary training and education other than university. They also offer programmes to meet the educational needs of adults and out-of-school youth, whether or not they are secondary-school graduates.In 1975/76 the post-secondary enrolment of full-time students in community colleges was about 60,000, and in universities about 160,000. However, the number of part-time credit students enrolled in colleges considerably exceeds full-time enrolment, while the number of part-time university students reached 75,000. In addition, many hundreds of thousands of adults participate in non-formal learning opportunities offered by the colleges and universities, as well as by a great variety of other organizations, such as the local school board, social, community and cultural organizations, municipal authorities, private schools, sports and interest clubs, etc.
author of numerous educational films, television programmes and publications, among others, Broadcasting for Adult Education: A Guidebook to World-wide Experience (Unesco Press). 相似文献
5.
6.
Ignacy Szaniawski 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(2):131-141
The author outlines the profound and radical changes which the scientific and technical revolution has produced in the work processes of modern industry. These changes have led to an intellectualization of vocational education. On this premise he develops criteria for a vocational education focussed on general technical subjects and problems. The identification of these criteria is explained and supported by salient examples illustrating the relationship of vocational education to the three sectors of economy (industry, agriculture and services). In the final section the conceptual analysis is complemented by examples of current reforms in the educational system of the USSR.
Zusammenfassung Der Beitrag umreist die tiefgreifenden und radikalen Veränderungen, die sich auf Grund der wissenschaftlich-technischen Revolution in den Arbeitsprozessen der modernen Industrie ergeben haben und eine Intellektualisierung der beruflichen Bildung bewirken. Auf dieser Grundlage werden die Kriterien eines berufsbildenden Unterrichts entwickelt, in dem allgemein-technische Fächer und Fragestellungen eine zentrale Rolle spielen. Diese Kriterienbestimmung wird erläutert und mit hervorstechenden Beispielen belegt, die das Verhältnis der beruflichen Bildung zu den drei ökonomischen Sektoren (Industrie, Landwirtschaft und Dienstleistung) verdeutlichen. Der letzte Abschnitt dient der Exemplifizierung der konzeptionellen Analyse durch eine Darlegung der gegenwärtigen Reformen im sowjetischen Bildungswesen.
Résumé L'auteur souligne les changements profonds, parfois radicaux que la révolution technique et scientifique a provoqués dans les procédés de travail de l'industrie moderne, entraînant une intellectualisation de l'enseignement professionnel. Partant de là, l'auteur expose les critères d'un enseignement professionnel axé sur des sujets et des problèmes techniques d'ordre général. Le choix de ces critères est expliqué et appuyé sur des exemples frappants qui illustrent le rapport entre l'enseignement professionnel et les trois secteurs de l'économie (industrie, agriculture et services). Dans la dernière partic l'auteur complète cette analyse conceptuelle en donnant des exemples de réformes actuellement en cours dans le système d'éducation soviétique.相似文献
7.
8.
Ignacy Duleba Wissem Khefifi Iwona Karcz-Duleba 《Journal of The Franklin Institute》2012,349(1):201-215
In this paper a layer, Lie algebraic method of motion planning for nonholonomic systems is presented. It plans locally a motion towards a goal by searching for optimal directions in equi-cost spaces. The spaces are easy to determine via exploiting Lie algebraic properties of vector fields that define the controlled system. The method was illustrated on the unicycle robot and the inverted pendulum. 相似文献
9.
Ignacy Waniewicz Alan Hancock John Quick Herbert Wolff Fred Powledge 《Communication Booknotes Quarterly》2013,44(2):9-10
Ignacy Waniewicz's Broadcasting for Adult Education (Paris: Unesco [available in this country from New York: Unipub, Inc.], 1972–$4.50, paper) Alan Hancock's Planning for ETV: A Handbook of Educational Television (New York: Humanities Press, 1972—$12.50) John Quick and Herbert Wolff's Small-Studio Video Tape Production (Reading, Mass.: Addison-Wesley, 1972—$11.95) Fred Powledge's Public Television: A question of Survival (Washington, D.C.: Public Affairs Press, 1972—$1.00, paper) 相似文献
1