本文選題：日本 + 終生教育��； 參考：《南開(kāi)大學(xué)》2009年博士論文

【摘要】： 20世紀(jì)末全球化浪潮席卷世界、知識(shí)經(jīng)濟(jì)知識(shí)社會(huì)驚濤拍岸,我國(guó)提出了科教興國(guó)戰(zhàn)略和建設(shè)學(xué)習(xí)社會(huì)的目標(biāo)。日本以豐富的人力資源彌補(bǔ)了自然資源的不足,善于學(xué)習(xí)先進(jìn)而后來(lái)居上走到世界前列。因此,研究當(dāng)代日本終生學(xué)習(xí)社會(huì)建設(shè)的經(jīng)驗(yàn),對(duì)于中國(guó)開(kāi)發(fā)豐富的人力資源具有重要借鑒價(jià)值。本文旨在理清1965—2000年間終生教育、終生學(xué)習(xí)思想在日本的發(fā)生、發(fā)展的背景和過(guò)程,建設(shè)終生學(xué)習(xí)社會(huì)事業(yè)決策的理由、推進(jìn)的方法,終生學(xué)習(xí)的內(nèi)容、方式、進(jìn)度,與終生學(xué)習(xí)關(guān)聯(lián)的事業(yè),總結(jié)其價(jià)值與意義。沿著日本為什么要建設(shè)終生學(xué)習(xí)社會(huì),如何建設(shè)終生學(xué)習(xí)社會(huì)的脈絡(luò)展開(kāi)論述。 二戰(zhàn)結(jié)束后至1960年代中期,發(fā)達(dá)工業(yè)國(guó)家因異乎尋常的經(jīng)濟(jì)增長(zhǎng)、技術(shù)進(jìn)步帶來(lái)社會(huì)急劇變化,引起人們精神不安,在尋求出路中提出了終生教育、學(xué)習(xí)社會(huì)理論。日本立即引進(jìn)新觀念,展開(kāi)了討論研究,產(chǎn)業(yè)界首先從終生教育觀點(diǎn)看待職業(yè)培訓(xùn)。隨著經(jīng)濟(jì)社會(huì)發(fā)展變遷,科技進(jìn)步帶來(lái)產(chǎn)業(yè)結(jié)構(gòu)升級(jí)換代加速,勞動(dòng)者需要不斷更新知識(shí)和技能;國(guó)際化、信息化快速發(fā)展迫使人們只有不斷學(xué)習(xí)才能跟上時(shí)代;人均壽命延長(zhǎng)、閑暇時(shí)間增多,人們精神需求高漲。同時(shí),過(guò)分重視名校學(xué)歷的學(xué)歷社會(huì)使應(yīng)試競(jìng)爭(zhēng)激烈,學(xué)校教育側(cè)重知識(shí)灌輸和考試技能,帶來(lái)青少年厭學(xué)、缺乏創(chuàng)造性。自1970年代起社會(huì)各界基于各自的問(wèn)題意識(shí)紛紛呼吁教育改革,中曾根內(nèi)閣時(shí)推行全面教育改革,設(shè)立臨時(shí)教育審議會(huì)(臨教審),首先確定工作規(guī)則和程序,設(shè)立四個(gè)分會(huì)展開(kāi)審議。既有專家委員會(huì)的調(diào)查研究,又面向國(guó)民舉辦教育改革征文、在各地召開(kāi)公眾意見(jiàn)聽(tīng)取會(huì),審議結(jié)果及時(shí)發(fā)布公報(bào),經(jīng)過(guò)不同意見(jiàn)的充分辯論和交流后達(dá)成一致,1987年10月公布教育改革推進(jìn)大綱,確立了重視人的個(gè)性、建設(shè)終生學(xué)習(xí)社會(huì)的教育改革基本方針。從“終生教育”到“終生學(xué)習(xí)”的概念轉(zhuǎn)換,突出了學(xué)習(xí)者的主體地位。終生學(xué)習(xí)社會(huì),是指無(wú)論何時(shí)何地,人們一輩子都能夠根據(jù)自己的愿望和能力開(kāi)展學(xué)習(xí)活動(dòng)、開(kāi)發(fā)自己潛能,獲得全面發(fā)展的社會(huì)。 為了推進(jìn)終生學(xué)習(xí)事業(yè),教育行政上文部省設(shè)立生涯學(xué)習(xí)局等,內(nèi)閣14個(gè)省廳開(kāi)展相關(guān)事業(yè),制定了《終生學(xué)習(xí)振興法》等一系列法律、政策,地方自治體都道府縣、市町村紛紛制定終生學(xué)習(xí)推進(jìn)計(jì)劃、設(shè)立生涯學(xué)習(xí)推進(jìn)會(huì)議,舉辦“終生學(xué)習(xí)節(jié)”等方式營(yíng)造了濃厚的學(xué)習(xí)氛圍。學(xué)校教育上,初等教育上推廣每周五天授業(yè)制減輕學(xué)生負(fù)擔(dān),加強(qiáng)青少年課外活動(dòng)和生活體驗(yàn)活動(dòng),培養(yǎng)學(xué)習(xí)興趣,開(kāi)放校園設(shè)施;高中采用學(xué)分制,擴(kuò)大學(xué)生自由選擇;大學(xué)通過(guò)放寬對(duì)入學(xué)者年齡、學(xué)歷等限制,增加公開(kāi)講座,開(kāi)設(shè)夜大學(xué),利用函授、廣播電視因特網(wǎng)等現(xiàn)代技術(shù)發(fā)展大學(xué)、研究生教育,設(shè)立多種形式的研究生院,擴(kuò)大學(xué)校間、校企間、國(guó)際間的合作等方式,更加自由開(kāi)放。通過(guò)增加圖書(shū)館、博物館、體育館(場(chǎng))等設(shè)施,社區(qū)建立“生涯學(xué)習(xí)中心”等途徑,大力發(fā)展學(xué)校外的社會(huì)教育,并且致力于與學(xué)校教育聯(lián)結(jié)成網(wǎng)。 終生學(xué)習(xí)的內(nèi)容豐富多彩,從職業(yè)技能訓(xùn)練到文化教養(yǎng)類的文學(xué)藝術(shù)、哲學(xué)宗教、鄉(xiāng)土文化、興趣愛(ài)好、健康休閑、環(huán)境保護(hù)等。形式有個(gè)人獨(dú)學(xué)和團(tuán)體活動(dòng),以團(tuán)體學(xué)習(xí)為多。地方和民間表現(xiàn)得積極主動(dòng)。日本終生教育學(xué)習(xí)事業(yè)是地方、民間先行,然后形成國(guó)家政策推廣的。東北地區(qū)的秋田縣等地早在1970年代就把終生教育納入地方經(jīng)濟(jì)社會(huì)綜合規(guī)劃中,自主發(fā)展終生教育事業(yè)。地方自治體把終生學(xué)習(xí)與地方的自然環(huán)境、歷史文化、產(chǎn)業(yè)經(jīng)濟(jì)、里邑建設(shè)等結(jié)合起來(lái),旨在提高人的素質(zhì)、促進(jìn)居民和諧相處、助推地方振興。民間對(duì)于教育文化事業(yè)高度熱情,是事業(yè)發(fā)展的基礎(chǔ)。它表現(xiàn)在初等教育后的學(xué)校中占多數(shù)的私立學(xué)校外,還有民間團(tuán)體、志愿者活動(dòng)、自由大學(xué)、企業(yè)創(chuàng)辦的文化中心等。主要針對(duì)成人的終生學(xué)習(xí),與歐美著重于職業(yè)技能開(kāi)發(fā)不同,日本以興趣教養(yǎng)為主,戰(zhàn)后發(fā)展起來(lái)的社會(huì)教育成為終生學(xué)習(xí)事業(yè)中的主角。立足以國(guó)民的自覺(jué)主動(dòng)為基本,行政力量通過(guò)制定鼓勵(lì)政策、提供學(xué)習(xí)機(jī)會(huì)和信息、培養(yǎng)領(lǐng)頭羊、建立學(xué)習(xí)成果評(píng)價(jià)體制、增加學(xué)習(xí)成果運(yùn)用機(jī)會(huì)等方式,引導(dǎo)、支援國(guó)民的學(xué)習(xí)事業(yè)。 日本終生學(xué)習(xí)社會(huì)建設(shè)的特色是,追蹤先進(jìn)、應(yīng)對(duì)變化面向未來(lái)解決自身問(wèn)題為動(dòng)力,官方與民間密切合作,學(xué)習(xí)主要不是追求經(jīng)濟(jì)目的而是興趣愛(ài)好和運(yùn)動(dòng)健康之類,對(duì)目標(biāo)堅(jiān)持不懈而手段方法適時(shí)而變。
[Abstract]:At the end of the twentieth Century, the tide of globalization swept the world, and the knowledge economy society was shocked to shore. China put forward the goal of developing the country by science and education and building a learning society. With the rich human resources, Japan made up the shortage of natural resources, was good at learning advanced and came to the front of the world. The experience set up is of great value for the development of rich human resources in China. This article aims to clarify the life - long education of 1965 - 2000, the background and process of the development of lifelong learning thought in Japan, the reasons for building a lifelong learning social cause, the method of promoting, the content, the way, the progress, and the lifelong learning of the lifelong learning. This paper summarizes the value and significance of learning related businesses, and discusses why Japan should build lifelong learning society and how to build a lifelong learning society.
From the end of the Second World War to the middle of the 1960s, the developed industrial countries, due to the unusual economic growth and the technological progress, brought about a sharp change in the society and caused the people's mental unrest. In seeking a way out, a lifelong education was put forward and the social theory was studied. Vocational training. With the economic and social development and changes, scientific and technological progress has brought about the acceleration of industrial structure upgrading, and the workers need to renew their knowledge and skills. The rapid development of internationalization and informatization forces people to keep up with the times; the life expectancy is prolonged, the leisure time is increasing, and the people's spiritual needs are rising. Meanwhile, too much attention is paid to it. The educational background of the famous school has made the test competition fierce, the school education focuses on the knowledge instillation and examination skills, which brings about the weariness and lack of creativity of the young people. Since 1970s, all walks of life of the society have called for the reform of education based on their own problem consciousness. First determine the rules and procedures of the work, set up four chapters to launch the review. It has the investigation and study of the expert committee, the national education reform, the public opinion hearing, the publication of the communique in time, the agreement after the full debate and exchange of different opinions, and the release of education reform in October 1987. In the outline, we have established the basic principle of emphasizing human personality and building a lifelong learning society. From the concept of "lifelong education" to "lifelong learning", the subject status of the learners is highlighted. A lifelong learning society refers to the ability to carry out learning activities, whenever and wherever, in accordance with its own wishes and abilities. Develop one's own potential to achieve a comprehensive development.
In order to promote lifelong learning, the Ministry of education has set up a career learning Bureau in the Ministry of education administration and so on. The 14 provincial departments and offices of the cabinet have carried out related undertakings, formulated a series of laws, such as "lifelong learning revitalization law >" and so on. The policies of the local autonomous bodies are Dao Fu County, and the city macho village has set up a lifelong learning promotion plan, set up a career learning promotion conference and hold "lifelong learning". School education, school education, and other ways to create a strong learning atmosphere. School education, primary education to promote the education of every Friday to reduce the burden of students, strengthen juvenile extracurricular activities and life experience activities, cultivate interest in learning, open campus facilities; high school credit system, the expansion of students free choice; university through relaxation of the age of enrolment to the University, Constraints such as educational qualifications, open lectures, open universities, the use of correspondence, radio and television, Internet and other modern technology development universities, graduate education, the establishment of a variety of postgraduate schools, the expansion of university schools, school and enterprise, international cooperation, and more freely open. By adding libraries, museums, gymnasiums (fields) and other facilities, the community We should establish "career Learning Center" and other ways to vigorously develop social education outside schools, and strive to link up with school education.
The content of lifelong learning is rich and colorful, from the vocational skill training to the culture of culture and culture, the philosophy religion, the local culture, the interests, the health and the leisure, the environmental protection. The form has the individual learning and the group activities, the group study is more. The local and the folk are active. The Japanese lifelong education is the place, the folk In 1970s, Akita county and other places in the Northeast have brought life education into the comprehensive planning of the local economy and society in 1970s, and independently developed the lifelong education. The local self-government combined the lifelong learning with the local natural environment, the historical culture, the production economy, the construction of Li Yi and so on. The quality of the people, promoting the harmonious coexistence of the residents and promoting the local revitalization. The high enthusiasm for the education and culture is the basis for the development of the cause. It is manifested in the majority of private schools in schools after primary education, as well as folk groups, volunteer activities, free universities, and cultural centers established by enterprises. Learning, unlike the development of professional skills in Europe and the United States, Japan is mainly of interest and education, and the social education developed after the war has become the leading role in lifelong learning. Based on the initiative of the people, the administrative force provides learning opportunities and information, fostering the leading sheep and establishing a learning achievement evaluation system by formulating encouraging policies. We should increase learning outcomes and use opportunities to guide national learning.
The characteristic of the construction of life learning society in Japan is to track the advanced and to deal with the future to solve its own problems. The government is working closely with the folk. The study is mainly not the pursuit of economic purpose but the interests and sports health.
【學(xué)位授予單位】：南開(kāi)大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2009
【分類號(hào)】：G729.313

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