China's education Nowadays, along with the Chinese economy's fast development, our country increases the demand of talented person day by Facing the rigorous competition situation, we haven’t come to a consensus about how to educate the outstanding As we all know, China take student's exam score on the test into consideration when selecting the talented people since ancient Many people hold the view that regarding the score as the standard of selecting is quite reasonable, because this way is objective, and haven't other subjective However, people's opinions are still divided on this Some people reckon that depending on the score purely causes the student only to pay great attention to the theory, but has neglected the practical ability raise, it is unfavorable to adapt to the complicate social As far as I'm concerned, not only do we inspect the student through the test, but also we must concentrate on the enhancement of students' comprehensive It's combining the two aspect efficiently that can lighten students' burden and transfer students' positive This way China's education will have a bright
保罗朗格朗 ＜＜终身教育概论＞＞ 教科文组织出版社（1775年版）约翰怀特 ＜＜再论教育目的＞＞ 教育科学出版社（1997年版）RSPerters Education as Initiation (1964年版，出版社忘了）MTStinnett Professional Problem The Macillan Company(1988年版）
EducationEducation in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead"[1]Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher There is also education in fields for those who want specific vocational skills, such as those required to be a In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life Many non-traditional education options are now available and continue to Systems of formal educationEducation is a concept, referring to the process in which students can learn something:Instruction refers to the facilitating of learning toward identified objectives, delivered either by an instructor or other Teaching refers to the actions of a real live instructor designed to impart learning to the Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon Preschool EducationPrimary (or elementary) education consists of the first 5–7 years of formal, structured In general, main education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, Globally, around 70% of primary-age children are enrolled in primary education, and this proportion is [2] Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of Schools that provide primary education, are mostly referred to as primary Primary schools in these countries are often subdivided into infant schools and junior Secondary educationIn most contemporary educational systems of the world, secondary education comprises the formal education that occurs during It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (, university, vocational school for Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational The exact meaning of any of these terms varies from one system to The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of Secondary education occurs mainly during the teenage In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational Higher educationHigher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and Colleges and universities are the main institutions that provide tertiary Collectively, these are sometimes known as tertiary Tertiary education generally results in the receipt of certificates, diplomas, or academic Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school) Higher education generally involves work towards a degree-level or foundation degree In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the Adult educationAlternative educationIndigenous education在最大的意义，教育是任何行为或经验，有一个心灵上形成的影响，性格或个人体能。在其技术意义上说，教育是社会的过程，从一代人故意传输其积累的知识，技能和价值观到另一个地方。 词源学，文字教育是从教育保育（拉丁）派生出来的“造就”，这是有关educere“带出”，“内带出什么”是“带出潜力”和ducere，“领导”。 在教育机构教师指导学生的教育，可能会借鉴很多科目，包括阅读，写作，数学，科学和历史。这个过程有时被称为上学时，指的是教学的教授通常只为某一个课题，在高等院校的教育。也有在教育领域，谁想要这些具体要求，如，职业技能是一个飞行员。此外，还有一个是在非正式的教育水平数组，例如可能在博物馆和图书馆，与互联网和生活经验。许多非传统教育的选择，现已并继续得到发展。 系统的正规教育 教育是一个概念，指的是过程，学生可以学到一些东西： 教学是指对确定的学习目标，无论是由导师或其他形式交付便利。 教学是指一个真正的生活，旨在向学生传授学习教练的行动。 学习是指与一对准备与具体知识，技能，或可用于完成后立即查看学习能力的学习者。 幼儿教育 小学（或小学）教育由5-7首次正式，结构化教育。一般来说，主要包括教育，在五，六，虽然这之间不等，有时内，国家开始对6岁或8年的学校教育。就全球而言，约70小学适龄儿童入学％小学教育，这一比例上升[2]在教科文组织教育驾驶的所有方案。，大多数国家都致力于实现普及小学教育入学率在2015年，在许多国家，它是为儿童义务接受初级教育。中，小学和中学教育科是有点武断，但它通常在大约11或12岁发生。一些教育系统中有独立的学校，向发生在中学教育的最后阶段过渡大约在14岁。学校提供初级教育，大多是被称为小学。在这些国家的小学通常分为幼儿学校和初中。 中学教育 在世界上最现代的教育系统，中学教育包括正规教育，在青春期发生。它的特点是从典型的过渡义务教育，小学全面的未成年人教育，可选的，有选择性的成人高等教育，“大专”或“较高”教育（如大学，职业学校。根据系统，学校这段期间，或其中的一部分，可称为中学或高中，体育场馆，公立中学，中等学校，学院，或职业学校。任何对这些条款的确切含义不同从一个系统到另一个。之间的精确边界小学和中学教育也因国家而异，甚至在其中，但一般在对学校教育的第七次是第10个年头。主要是在青少年时期出现的中学教育。在美国，加拿大和澳大利亚一起小学和中学教育有时被称为K - 12教育，并在新西兰使用1-13年。中等教育的目的，可以给予常识，准备接受高等教育或专业培训，直接。 在美国中学教育的出现并没有发生，直到1910年，由于在大企业和工厂的技术进步引起的（例如，电气化）的出现，这需要熟练的工人。为了满足这种新的就业需求，创造了高中课程和实际工作技能，更好地准备白领或学生熟练的蓝领工作的重点。这被证明是为雇主和雇员有利，因为这导致人力资本改善员工变得更有效率，降低了雇主的成本，只收到了小学教育程度较高的工资比员工熟练的员工。 高等教育 高等教育，也叫三级，第三阶段，或专上教育，是在非义务教育阶段的教育水平，遵循了一个提供诸如高中，中等学校中学教育，学校完成。高等教育是通常采取的包括本科和研究生教育，以及职业教育和培训。学院和大学是提供大专教育的主要机构。总的来说，这些有时被称为大专院校。高等教育一般的结果是把证书，文凭或学位收据。 高等教育包括教学，科研和社会服务活动的大学，并在教学领域，它包括了大学本科水平（有时称为大专教育）和研究生（或研究生）级（有时称为研究生院） 。高等教育通常涉及建立一个学位程度或基础学位的工作。在大多数发达国家的人口（50％）高比例现在进入一些在他们的生活时间高等教育。因此，高等教育是非常重要的国家经济，既是一个重要的行业在它自己的权利，并作为培训和教育的人员为其他经济来源。 成人教育 另类教育 土著教育
可以看看一些著名的名家的演讲，对这个有专门的说法。"生活即教育"是我国伟大的教育家陶行知提出的。作为一名英语教师,我们需要融入自己的生活经验和智慧,把教学过程还原为生活过程,把教学情景还原为生活情景,把教学活动还原为学生的生命活动。
我的题目和你的一样，关于学前教育，只是辩护通过，可以回家过年去
《国家中长期教育改革规划纲要》 指导未来10年教育事业发展的纲领性文件——《国家中长期教育改革和发展规划纲要(征求意见稿)》(以下简称《规划纲要》)已经公诸于众。社会各界关心的焦点几乎都成为亮点,这些方面不仅理念有了突破,手段也有了力度;一些工作中的难点问题,需要通过更大范围内的体制改革和更大的工作力度才能统筹解决;对于文字工作已基 本到位的《规划纲要》,重点可能更多地要放到促进其落实的手段上。 亮点带来惊喜 《规划纲要》民意尽显,主要体现在其“迎着问题上”。针对当前中国教育存在的主要矛盾和突出问题,《规划纲要》提出“优先发展、育人为本、改革创新、促进公平、提高质量”20字工作方针。其中,育人为本是教育改革发展的核心。将以人为本的科学发展观在教育领域落实为育人为本,这种理念上的突破使教育的功能与国家的需要和大众的诉求统一起来,不仅涵盖了素质教育的内容,也反映了未来教育发展的指导思想——教育的目的是人的全面发展,以公平和质量为目标的改革创新是手段。必须长期、全面来看教育成效,如果不利于人的全面发展,就无所谓公平和质量。 理念上的突破与内容上的改革创新一脉相承。《规划纲要》目前的内容已是面面俱到,仅从现实需要来看,目前的文本既为最受关注的民生问题给出了答案,又为解决这些问题准备了制度建设方案。这其中,“优先”、“公平”这两个关键词都落到了实处:《规划纲要》具体阐释了教育优先发展战略地位,强调把促进公平作为国家基本教育政策,这使教育在国家发展大局中地位如何凸显、教育发展自身应首先追求什么有了明确答案。 以社会各界关心的对教育的投入为例。《规划纲要》第一次全面系统地表述教育怎么优先,不再像以往的规划一样笼统地提4%目标:“各项政府收入统筹用于支持教育发展。提高国家财政性教育经费支出占国内生产总值比例,2012年达到4%”。2009年,我国公共财政教育支出已过万亿元,财政教育支出占总支出的比重为3%,《规划纲要》明确提出了财政性教育支出比例准确的时间目标,并将这种支出的重点领域具体化、项目化,在建立健全家庭困难学生资助政策体系、扶持职业教育快速发展等方面都有“花钱清单”。 又如,对义务教育的均衡发展,《规划纲要》明确了“2020年前分阶段完成义务教育学校标准化建设,均衡配置教师、设备、图书、校舍等各项资源”,这是前所未有的突破,真正有了公平是作为民生的教育发展之本的意思。而且在战略目标中明确“高水平普及义务教育”、“不让一个学生因家庭经济困难而失学”、“基本解决进城务工人员子女平等接受义务教育问题”,这种与百姓感受一致的目标更利于让社会各界理解和监督《规划纲要》。 总之,大家关心的诸多问题,因为这些理念和措施而成为亮点。尽管这些措施难以一蹴而就,但经年累月,教育事业一定会实现大家期待的发展。 难点仍待攻克 在看到亮点的同时,也不能忽略难点所在。因为多年形成的体制障碍,没有全局渐进的改革是难以攻克的,《规划纲要》见效也非一日、一部门之功。 以公平为例。“促进公平”与国家大计中的“基本公共服务均等化”相辅相成,公平要以均等化为基础,至少在硬件方面。尽管这些年来各级政府对教育的投入比例在大幅上升,但从教育公平角度考虑,不能不看到类似的投入比例却因为各地基数的差异而使实际的投入力度也存在相当差异。尽管《规划纲要》明确了加强省级统筹,但省与省之间的差距并不比县与县之间的差距好多少。从投入量而言,发达地区可能已经基本够用,在欠发达地区却仍有许多基本条件仍无力达到,这就使“促进公平”落实起来必须有一项制度的完善作为保证——转移支付。 再如行政化管理倾向。目前比较多的说法是:政府对学校管得过多,学校自主权不足,未来应进一步扩大办学自主权。《规划纲要》对此是持肯定态度的,专门用“落实学校自主办学权”、“完善中国特色现代大学制度”来叙述。但学校的问题不仅是学校的问题。从现实的情况看,在一部分领域确有政府管得过多、过细等问题,比如过多的行政性审批、过多的达标评比等等。但与此同时,在一些领域也存在着突出的“放权过度、约束不足”问题。比如,一些学校在基本建设、资产处置、收费和内部分配等方面的“自主权”事实上已经到了很难约束的地步,在其他相关领域,学校也有着相当大的自由裁量权。由此带来行为目标异化以及“内部人控制”问题,事实上已经非常突出。因此,调整政府和各级各类学校的关系模式绝不是简单的“扩大学校办学自主权”,而是要立足教育目标和属性,明确各自的权利、义务和责任——而这又是此类事业单位共同存在的问题。对学校内部管理,目前学校本身的治理结构则有越来越强的照搬政府的倾向。中国高等学校经历过兼并、扩招这种外延拓展的努力,也经历过学科建设评估考核的尝试,还经历过人事改革、工资改革等绩效激励创新,有些大学还在招引人才、更新换代上费尽脑筋。这些机制使大学的资源和权力越来越集中,而集中就使管理部门、岗位和职位急剧升温,使这些部门、岗位和职位“寻租”机会大为增加。在这种情形下,还有多少大学老师认为“君子有三乐……得天下英才而教育之”?出现数十名大学教授竞聘后勤处长的怪事也就不足为怪了。尽管《规划纲要》已经提出鼓励和探索建立高等学校理事会或董事会,让更多的社会人士参与学校的决策咨询,帮助学校更好地依法面向社会自主办学,但这样的操作只能随着政府管理体制的改革,随着适合学校特点的制度和政策的健全来逐步推进。没有统筹的制度改革,没有力度更大的措施,难点可能依然难。 重点在于落实 《规划纲要》既要体现是一个规划纲要,又要体现它是一个规划,它要作出很多对于目标、措施的具体安排,要从文字变为行动。因此,最重要的是让《规划纲要》有“刚”性。工作部署要见实效,需要体现在工作目标、资源配置和绩效考核上,明确的工作目标、倾斜的资源配置和刚性的绩效考核,才可能在全社会形成落实相关工作的合力。2006年3月颁布的《国民经济和社会发展第十一个五年规划纲要》中,在工作目标和绩效考核上有了突破——约束性指标及其关联的领导干部政绩考核办法。通过约束性指标,使得“十五”期间若干不力的工作——如环境保护的主要污染物减排——有了很大的改进(“十一五”成为我国“七五”以来首个完成环境保护目标的五年计划)。所以,尽管《规划纲要》中的发展目标非常系统了,但需要加强刚性:落实为较大范围内利用现有统计体系可比较、可考核的目标甚至是约束性指标,并通过若干强制性制度来配合。而且,目前的《规划纲要》中,结果指标很清晰,对各类教育的办学规模和人口受教育年限都有明确规定。但是,没有真正推动事业改革、进行过程监控的抓手型指标并将其与绩效考核挂钩,这样的指标就难以起到改革发动机的效果
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In 1994, the education research of whole country science in the United States committee promulgated national science to educate of unify standard, and call for in whole beautiful primary and junior high school science the education to carry on an exhaustive But study result enunciation recently according to 1 carried on by the shell 尔 group company(Bayer Group), the primary and junior high school which calls for in the United States didn't receive anticipant The education course of primary school science not only in the classroom teaching, even the incumbency trained ago in still be placed in a "second-grade" This research of the shell 尔 group company completes May in 2004, they investigated 1000 near primary school teachers who just graduated from the school and 250 whole beautiful each university education a college The following is this to study of main investigate a result: 1, the teacher of equal amount gives they the before the job training of the reading and mathematics in the place university evaluation for\\\\\\\"A\\\\\\\"(39% and 40%)But to science educational of educate only 18% teachers to give before the job AN Educate the college director's viewpoint these student's standpoints with them not and mutually consistently, they give primary school reading and mathematics trains an AN evaluation to distinguish to 76% and 56% before the job, but for primary school science the education trains before the job of evaluate to 49%Although high in their student's evaluation, away below to the evaluation of before the job training of the readings and 2, teacher's 82% of great majority thinks read the lesson occupancy most position in they now allow to teach of the primary school, only 25% teachers think science lesson is 95% teachers read up everyday
什么样的都行！
^ Yolton, J《约翰·洛克与教育》，纽约：Random House (1971), ^ Ezell, Margaret JM 《约翰·洛克的儿童形像：18世纪早期对〈教育漫话〉的回应》，18世纪研究 2 (1983-4), ^ Tarcov, Nathan：《洛克的自由教育》，芝加哥大学出版社（1984), 剑桥大学出版社(1968), ^ Q in Frances A Yates, “Giodano Bruno与牛津的冲突” Journal of the Wartburg Institute 3 (1939), ^ 洛克：《教育漫话》^ Ezell, ^ Tarcov, 83ff and Jolley ^ Hardyment, C Dream Babies: Child Care from Locke to S 伦敦：Jonathan Cape (1983), 226; 246-7; 257-^ 洛克：《教育漫话》，11页^ 洛克：《教育漫话》，12页^ 例如，纽伯瑞在A Little Pretty Pocket-Book的序言中，劝告父母们养育子女，要“只吃普通的食物，穿单薄的衣物，let him have good Exercise, and be as much exposed to 艰苦 as his natural Constitution will admit”因为“儿童的面部，当它来到世上时非常娇嫩，比身体其他部分更容易受伤害；但由于总是处于暴露状态，就变得能抵御最严峻的季节，以及最严酷的气候。” A Little Pretty Pocket-Book, Intended for the Instruction and Amusement of Little Master Tommy, and Pretty Miss P 第10版，伦敦：Printed for J Newbery (1760), ^ 洛克：《教育漫话》，25页^ Yolton, Two Intellectual Worlds, 31-^ 见洛克：《人类理解论》，89-^ Yolton, Introduction, 22-^ 洛克：《教育漫话》，34-38页^ 洛克：《教育漫话》，，34页^ 洛克：《教育漫话》，68页^ Yolton, John Locke and Education, 29-30; Yolton, Two Intellectual Worlds, 34-37; Yolton, Introduction, 36-^ Yolton, Introduction, ^ 洛克：《教育漫话》，148页^ 洛克：《教育漫话》，143页^ Bantock, G H 'The Under-labourer' in Courtly Clothes: L 教育理论的历史研究：Artifice and Nature, 1350- London: George Allen and Unwin (1980), ^ Bantock, 240-^ John Dunn在他有影响的著作《洛克的政治思想》中，将 this calling 解释为加尔文派宗教教义。Tarcov 批评这种解释，写道：“Dunn’s exposition of the doctrine and its providentialist character 是基于清教徒 and 第二手来源, and 他没有给出清楚的证据 for attributing it in this form to L”(Tarcov 127)^ Bantock, ^ Ezell, ^ Pickering, Samuel F, J 《洛克与18世纪英格兰的儿童书籍》，诺克斯维尔：田纳西大学出版社(1981), 10; See Axtell 100-104 for a complete list of 教育漫话-参考书目 Bantock, G H 'The Under-labourer' in Courtly Clothes: L Studies in the History of Educational Theory: Artifice and Nature, 1350- London: George Allen and Unwin, ISBN Brown, G The Consent of the Governed: The Lockean Legacy in Early American C Cambridge: Harvard University Press, ISBN Brown, G Lockean P Annals of Scholarship 3/1 (2000-1): 11-Chambliss, J J John Locke and Isaac Watts: Understanding as C Educational Theory as Theory of Conduct: From Aristotle to D Albany: State University of New York Press, ISBN Chappell, Vere, The Cambridge Companion to L Cambridge: Cambridge University Press, ISBN Cleverley, John and D C P Visions of Childhood: Influential Models from Locke to S New York: Teachers College, ISBN Ezell, Margaret J M John Locke’s Images of Childhood: Early Eighteenth Century Responses to Some Thoughts Concerning E Eighteenth-Century Studies 2 (1983-4): 139-Ferguson, F Reading Morals: Locke and Rousseau on Education and I Representations 6 (1984): 66-Gay, P Locke on the Education of P Philosophers on Education: Historical P E Amélie Oksenberg R London: Routledge, ISBN Leites, E Locke's Liberal Theory of P Ethnicity, Identity, and H E Joseph B Maier and Chaim I W New Brunswick: Transaction Books, ISBN Locke, J The Educational Writings of John L E James L A Cambridge: Cambridge University Press, ISBN Pickering, Samuel F, J John Locke and Children’s Books in Eighteenth-Century E Knoxville: The University of Tennessee Press, ISBN 087049290XSahakian, William S and Mabel L John L Boston: Twayne, ISBN Simons, M What Can't a Man Be More Like a Woman? (A Note on John Locke's Educational Thought) Educational Theory 1 (1990): 135-Tarcov, N Locke's Education for L Chicago: University of Chicago Press, ISBN Yolton, J John Locke and E New York: Random House, ISBN Yolton, J Locke: Education for V Philosophers on Education: Historical P E Amélie Oksenberg R London: Routledge, ISBN
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