查詢結果分析
來源資料
頁籤選單縮合
題 名 | 現代終生教育典範的形成及其歷史成因分析=The Formation of Modern Lifelong Education Paradigm and the Analysis of Its Historical Factors |
---|---|
作 者 | 胡夢鯨; | 書刊名 | 成人教育學刊 |
卷 期 | 1 1997.09[民86.09] |
頁 次 | 頁83-126 |
分類號 | 528.3 |
關鍵詞 | 終生教育典範; 終生教育體系; 回流教育; 學習社會; Lifelong education pardigm; Lifelong education system; Recurrent education; Learning society; |
語 文 | 中文(Chinese) |
中文摘要 | 現代終生教育思想興起於二十世紀的二十年代,然而自一九六○年代開始,在聯 合國教科文組織 (UNESCO) 及經濟合作發展組織 (OECD) 等重要國際組織的推動之下,終生 教育逐漸形成為一個新的教育典範,成為近三十年來許多國家推動教育改革的指導原則,對 近世教育發展影響至鉅。本文的主要目的,是要透過歷史因果分析,探討終生教育典範形成 的歷史原因,以便瞭解在哪些歷史因素的影響之下,促成終生教育典範的形成。經由本文的 分析可以發現,終生教育典範的形成,主要受到四項因素的影響,分別是: 社會經濟加速變 遷、傳統教育典範危機、終生教育觀念倡導,以及重要國際組織推動。(一 ) 社會經濟加速 變遷的結果,導致傳統教育產生危機,以及終生教育觀念的興起,也直接促成了終生教育典 範的興起; (二 ) 傳統教育典範產生危機,不能適應變遷社會的需求,因而直接導致了終生 教育典範的形成; (三 ) 在終生教育思想家的觀念倡導之下,不僅凸顯出傳統教育典範的不 合理性與不適當性,也為終生教育典範的形成提供了理論的基礎,同時更引起了國際組織對 終生教育的重視; (四 ) 重要國際組織的大力推動,則是終生教育能夠形成典範,並普及至 世界各國成為一種運動的主要原因。在上述四種因素的綜合影響之下,現代終生教育典範於 焉形成。在我國目前推動教育改革,亟思建立終生教育體系,發展學習社會之際,西方國家 的歷史經驗實具有重大的啟示。首先,教育制度必須對社會經濟變遷產生回應; 唯有建立終 生教育體系,才能因應日益加速的社會經濟變遷。其次,終生教育典範是解決傳統教育問題 的良策,終生教育典範應該成為主導當前教育改革的指導思想。再者,我國如欲推展終生教 育,必須大力提倡終生學習的觀念,並且在政府與民間形成普遍的共識。最後,終生教育的 推動不僅是人民的權利,更是國家的責任。政府與民間組織均有責任共同推動終生教育,以 迎接學習社會的來臨。 |
英文摘要 | The modern lifelong education thought rise in the 1920s this century. Since 1960s, under the promotion of international organizations, like UNESCO and OECD, lifelong education has become a new educational paradigm which is the master concept for educational reform in many countries over the past three decades. Lifelong education is one of the most influenced educational paradigm in this century. Through the historical cause-effect analysis, the main purpose of this article is to explore the main factors which caused the formation of lifelong education paradigm. In this article, the author pointed out that four factors, which are the rapid social-economic change, the crises from the traditional education paradigm, the rise of the lifelong education thought, and the promotion of the main international organization, caused the formation of lifelong education paradigm. The modern lifelong education paradigm has meaningful implications to educational reform in this country. First, the traditional education system must be transformed into lifelong education system in order to cope with the rapid social-economic changes. Second, lifelong education paradigm should become the master concept on the educational reform in Taiwan so that the problems from traditional education paradigm may be solved. Third, the lifelong learning concept has to become popular consensus in order to promote lifelong education. Last, the promotion of lifelong education not only refer to the human right, but also to the state responsibility. The public and private sectors share the common responsibilitv in the promotion of lifelong education. |
本系統中英文摘要資訊取自各篇刊載內容。