本文選題：聯(lián)邦德國(guó) + 高等教育　； 參考：《河北大學(xué)》2017年博士論文

【摘要】：在二戰(zhàn)之后高等教育數(shù)量和規(guī)模持續(xù)快速增長(zhǎng)的壓力下,聯(lián)邦德國(guó)將大學(xué)單類型結(jié)構(gòu)轉(zhuǎn)變成為大學(xué)-專業(yè)高等學(xué)校雙類型結(jié)構(gòu),由此完成了高等教育的差異化、多樣化轉(zhuǎn)型,從而化解了其固有的結(jié)構(gòu)性矛盾,滿足了大眾化發(fā)展的要求。19世紀(jì),德國(guó)形成了大學(xué)單類型結(jié)構(gòu)。在這種結(jié)構(gòu)中,大學(xué)模式獨(dú)占高等教育領(lǐng)域,所有高等學(xué)校都以科研和培養(yǎng)學(xué)術(shù)人才為己任,奉行科研和教學(xué)相統(tǒng)一的教育原則,幾乎沒有給差異化和特色化留下余地。二戰(zhàn)結(jié)束后至50年代,聯(lián)邦德國(guó)重建了高等教育,高等學(xué)�；謴�(fù)了大學(xué)傳統(tǒng),其結(jié)構(gòu)性矛盾也延續(xù)下來。這一時(shí)期,高等教育進(jìn)入大眾化發(fā)展階段,超載運(yùn)行致使大學(xué)傳統(tǒng)的教學(xué)和學(xué)習(xí)方式都到嚴(yán)重破壞,同時(shí)大學(xué)科研受到校外學(xué)術(shù)機(jī)構(gòu)的擠壓,大學(xué)陷入內(nèi)外交困的境地。60年代初期,為了使高等教育擺脫危機(jī),聯(lián)邦政府開始資助高等學(xué)校擴(kuò)建,由此,高等學(xué)校開始發(fā)生變化。然而連年投入并沒有取得令人滿意的效果。60年代中期,教育的基本政策調(diào)整為擴(kuò)大規(guī)模和改革結(jié)構(gòu)同時(shí)并舉,但是教育實(shí)踐只重視了前者而忽視了后者。當(dāng)認(rèn)識(shí)到單純性的規(guī)模擴(kuò)張無助于解決大學(xué)危機(jī)之后,聯(lián)邦德國(guó)在1966年開始了高等教育結(jié)構(gòu)改革,但是對(duì)學(xué)習(xí)過程的差異化改革和新型大學(xué)實(shí)驗(yàn)均告失敗。到60年代后期,全國(guó)性的教育改革條件逐漸形成。青年學(xué)生運(yùn)動(dòng)推動(dòng)高等教育必須進(jìn)行全面改革,合作的文教聯(lián)邦主義制度為全國(guó)性的改革提供了體制保證,巴登-符騰堡州提出的計(jì)劃為改革提供了思路。聯(lián)邦和各州迅速地達(dá)成共識(shí),統(tǒng)一、合作地發(fā)展綜合高等學(xué)校。但是確定了改革目標(biāo)以后,不同的集團(tuán)都對(duì)改革施加影響,企圖左右改革方向,爭(zhēng)斗拖延了改革的進(jìn)度,同時(shí)保守力量也極力阻撓改革。70年代的經(jīng)濟(jì)危機(jī)到來后,教育環(huán)境惡化。在各種不利因素影響下,綜合高等學(xué)校實(shí)驗(yàn)很快地停滯和中斷。雖然綜合高等學(xué)校改革沒有達(dá)到預(yù)期目標(biāo),但是為改革做準(zhǔn)備的專業(yè)高等學(xué)校卻能夠適應(yīng)新的環(huán)境,快速發(fā)展壯大。同時(shí),經(jīng)過持續(xù)擴(kuò)建,大學(xué)和大學(xué)生數(shù)量迅速地增加,規(guī)模不斷地?cái)U(kuò)大。到70年代中后期,大學(xué)和專業(yè)高等學(xué)校已經(jīng)成為最主要的兩類高等學(xué)校,雙類型結(jié)構(gòu)的特征已經(jīng)非常明顯。在新結(jié)構(gòu)中,大學(xué)繼續(xù)開展強(qiáng)調(diào)科研和教學(xué)相統(tǒng)一的學(xué)術(shù)教育,專業(yè)高等學(xué)校開展重視工作實(shí)踐的職業(yè)教育。至此,聯(lián)邦德國(guó)高等教育固有的結(jié)構(gòu)性矛盾得到了解決,高等教育結(jié)構(gòu)完成了差異化、多樣化轉(zhuǎn)型。
[Abstract]:Under the pressure of continuous and rapid growth in the number and scale of higher education after World War II, the Federal Republic of Germany transformed the single-type structure of universities into the dual-type structure of university-specialized institutions of higher learning, thus completing the differentiation and diversification of higher education. Thus it resolved its inherent structural contradictions and met the requirements of mass development. In the 19th century, Germany formed a single type of university structure. In this structure, the university model monopolizes the field of higher education. All colleges and universities take scientific research and training of academic talents as their own responsibility, and follow the educational principle of the unity of scientific research and teaching, leaving almost no room for differentiation and characterization. From the end of World War II to the 1950s, higher education was rebuilt in the Federal Republic of Germany. During this period, higher education entered the stage of mass development, overloaded operation resulted in serious damage to the traditional teaching and learning methods of universities, and university scientific research was squeezed by academic institutions outside the university. In the early 1960s, in order to extricate higher education from the crisis, the federal government began to fund the expansion of colleges and universities, which began to change. However, in the middle of 1960s, the basic policy of education was adjusted to expand the scale and reform the structure simultaneously, but the educational practice only attached importance to the former and neglected the latter. After realizing that the expansion of simple scale can not help solve the university crisis, the Federal Republic of Germany began the reform of higher education structure in 1966, but the differentiation reform of learning process and the new university experiment both failed. By the late 1960 s, national educational reform conditions gradually formed. The youth student movement must carry out the overall reform in higher education, the federalism system of cooperation in culture and education provides the system guarantee for the national reform, and the plan put forward by Baden-W 眉 rttemberg provides the train of thought for the reform. The Federation and the states quickly reached consensus, unified, and cooperated in the development of comprehensive colleges and universities. But when the reform goals were set, different groups exerted influence on the reform, trying to influence the reform direction, fighting to delay the progress of the reform, and at the same time, the conservative forces also tried to block the reform after the economic crisis of the 1970s. The educational environment is deteriorating. Under the influence of various unfavorable factors, the experiment of comprehensive colleges and universities quickly stagnates and breaks. Although the reform of comprehensive colleges and universities has not reached the expected goal, the specialized colleges and universities that prepare for the reform can adapt to the new environment and develop rapidly. At the same time, through continuous expansion, the number of universities and college students is increasing rapidly and the scale is expanding. By the middle and late 1970s, universities and professional colleges have become the most important two types of institutions of higher learning, and the characteristics of the two types of structures have become very obvious. In the new structure, universities continue to carry out academic education that emphasizes the unity of scientific research and teaching, and professional colleges and universities carry out vocational education that emphasizes the practice of work. So far, the inherent structural contradictions of higher education in the Federal Republic of Germany have been resolved, and the structure of higher education has completed differentiation and diversification.
【學(xué)位授予單位】：河北大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G649.516
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本文編號(hào)：2044052