本文選題：兒童補充教育 + 校外教育��； 參考：《華東師范大學(xué)》2017年碩士論文

【摘要】：教育不只是指學(xué)校教育,還包括家庭教育和校外教育,三者協(xié)同發(fā)展才能形成統(tǒng)一教育空間。21世紀(jì),在強調(diào)培養(yǎng)創(chuàng)新型人才和人才強國戰(zhàn)略的背景下,校外教育備受重視。俄羅斯兒童補充教育的發(fā)展已經(jīng)經(jīng)歷了近100年的歷史,形成了獨具特色的發(fā)展模式。兒童補充教育是與成人補充教育相對應(yīng)的,主要對象是中等及以下教育的學(xué)生。兒童補充教育在補充教育體系中的位置就像中小學(xué)教育在學(xué)校教育體系中的位置一樣重要,并且,俄羅斯把校外教育與學(xué)校教育擺在同等地位,而不是學(xué)校教育的附屬品。因此,俄羅斯出臺各種政策文件促進其發(fā)展,逐漸形成了兒童補充教育體系。該體系存在獨特的目標(biāo)、功能和運行原則,擁有專門的機構(gòu)、內(nèi)容和方法,也注重自身管理和教師的專業(yè)化發(fā)展。從其成效來看,其不僅促進了兒童個性化全面發(fā)展,而且也促進了科技進步和統(tǒng)一教育空間的形成。未來,俄羅斯還會加大對兒童補充教育的關(guān)注力度,加大財政投入,增強補充教育與學(xué)校、家庭教育的協(xié)調(diào)性,重視教師專業(yè)化和天才兒童的培養(yǎng),逐步促進其向成熟教育體制邁進。反觀我國:首先,在認識上,把校外教育看作學(xué)校教育的附屬品或?qū)⑵涞韧谛Ｍ廨o導(dǎo);其次,校外教育城鄉(xiāng)、區(qū)域間也存在較大差異;再次,教育資源沒有有效整合;然后,政府支持力度不大;最后,缺少科學(xué)的評價體系。針對我國校外教育實際發(fā)展過程中存在的這些問題,通過系統(tǒng)分析俄羅斯兒童補充教育"是什么"、"為什么"和"怎樣做",本研究認為可以從以下三方面著手解決:國家做好校外教育力量的引導(dǎo);校外教育管理者努力完善校外教育體制;社會大眾共同為"校外教育"正名。
[Abstract]:Education not only refers to school education, but also includes family education and out-of-school education. Only when the three develop together can they form a unified educational space. Under the background of emphasizing the cultivation of innovative talents and the strategy of strengthening the country with talented people, out-of-school education is attached great importance to. The development of supplementary education for children in Russia has experienced nearly 100 years of history, forming a unique development model. Children's supplementary education is corresponding to adult supplementary education, and it is mainly aimed at students of secondary education and below. Supplementary education for children is as important in the supplementary education system as primary and secondary education is in the school system, and Russia places out-of-school education on an equal footing with school education, rather than an accessory to school education. Therefore, Russia issued various policy documents to promote its development and gradually formed a supplementary education system for children. The system has unique objectives, functions and operating principles, has special institutions, content and methods, but also pays attention to its own management and professional development of teachers. From its effect, it not only promotes the all-round development of children's individuation, but also promotes the progress of science and technology and the formation of unified educational space. In the future, Russia will also increase its attention to supplementary education for children, increase its financial investment, enhance the coordination of supplementary education with schools and family education, and attach importance to the professionalization of teachers and the training of gifted children. Gradually promote its progress towards a mature educational system. On the contrary, in our country: first of all, in cognition, we regard out-of-school education as an adjunct to school education or equate it with out-of-school guidance; secondly, there are great differences between urban and rural areas in out-of-school education; thirdly, there is no effective integration of educational resources; then, Government support is not strong; finally, the lack of scientific evaluation system. In view of these problems existing in the actual development of our country's out-of-school education, Through the systematic analysis of "what", "why" and "how to do" for children's supplementary education in Russia, this study suggests that the following three aspects can be taken to solve the problem: the state should do a good job in guiding the strength of out-of-school education; The outside-school education managers try to perfect the system of out-school education.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G551.2

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