本文選題：以色列阿拉伯人 + 教育��； 參考：《華東師范大學(xué)》2007年碩士論文

【摘要】： 二戰(zhàn)以后，越來越多的經(jīng)濟學(xué)家、社會學(xué)家和歷史學(xué)家開始關(guān)注教育與現(xiàn)代化的關(guān)系。作為“中東小龍”的以色列自復(fù)國以來取得的現(xiàn)代化成就日益受到世人矚目。學(xué)者們一直強調(diào)對教育的重視是以色列經(jīng)濟發(fā)展的重要動因。 現(xiàn)代化的一個很重要的方面就是社會的均衡發(fā)展。少數(shù)民族作為國家的一個重要組成部分，他們的發(fā)展?fàn)顩r在很大程度上制約著整個國家的現(xiàn)代化。本文試圖梳理以色列的最大少數(shù)民族——阿拉伯人自建國以來教育的發(fā)展?fàn)顩r，分析這種發(fā)展對于阿拉伯人自身各個方面以及以色列整個國家現(xiàn)代化的影響。 論文由前言、正文、結(jié)語三部分組成。前言部分簡單回顧了國內(nèi)外關(guān)于以色列阿拉伯人教育的研究現(xiàn)狀，并說明了文章的研究意義和研究方法。 正文分3個部分。第一部分探討了國民教育、少數(shù)民族教育與現(xiàn)代化的關(guān)系。認為現(xiàn)代化的水平尤其是經(jīng)濟發(fā)展水平?jīng)Q定了教育的發(fā)展水平；教育的發(fā)展則為現(xiàn)代化的進行提供了各種人才，這同樣適用于少數(shù)民族。而從國家的層面看少數(shù)民族教育的提高有利于改善民族關(guān)系，從而為現(xiàn)代化的進行提供相對穩(wěn)定的社會環(huán)境。 第二部分梳理了自以色列復(fù)國以來到20世紀(jì)末阿拉伯人教育的發(fā)展?fàn)顩r。它分為兩個階段：第一個階段是1948年到1966年軍事管制的結(jié)束。期間，阿拉伯人的教育在學(xué)校和學(xué)生的數(shù)量、入學(xué)率，尤其是女生的入學(xué)率等方面有明顯的進展，但是也存在著資金不足、教師合格率低等問題。文章也分析了問題存在的原因。第二階段是70年代到20世紀(jì)末阿拉伯人教育的發(fā)展。該階段對阿拉伯人教育的論述主要是在與周圍國家阿拉伯人的對比中來進行的。指出在入學(xué)率和女生的比率上以色列阿拉伯人要高于周圍阿拉伯國家，而在文盲率上則成相反的趨勢。最后分析了阿拉伯人教育在這個階段取得成績的原因，，特別強調(diào)了70年代以來以色列的經(jīng)濟轉(zhuǎn)型對新型高科技人才的需求對于教育改革的推動。 第三部分從兩個方面分析了以色列阿拉伯人教育發(fā)展的影響。一方面，阿拉伯人教育的提高對他們自身產(chǎn)生了巨大影響：經(jīng)濟上，就業(yè)結(jié)構(gòu)發(fā)生了改變，并開始有少量阿拉伯工商業(yè)出現(xiàn)；政治上，阿拉伯人由宗族制度向現(xiàn)代選舉制度過渡、民族意識覺醒，社會生活上他們更傾向于現(xiàn)代化的生活方式，特別是女性擺脫了傳統(tǒng)的束縛，更多地參與到經(jīng)濟和社會生活中來。另一方面，隨著阿拉伯人在學(xué)校和工作中與猶太人接觸的增多，阿拉伯人對以色列的歸屬感加強，猶太人對于阿拉伯人看法有所改變，在一定程度上促進了以色列相對穩(wěn)定的國內(nèi)現(xiàn)代化建設(shè)環(huán)境的形成。 結(jié)語部分在總結(jié)以色列阿拉伯人教育發(fā)展的背景、成就及其作用的同時也指出了它與猶太人的差距。指出要全面地看待以色列阿拉伯人問題。因為現(xiàn)代化是一個復(fù)雜的過程，教育水平的提高是阿拉伯人發(fā)展的窗口，但是他們的現(xiàn)代化進程還受很多因素的制約，比如國內(nèi)外的政治形勢等等，所以這需要多方面的配合。
[Abstract]:After the Second World War, more and more economists, sociologists and historians began to pay attention to the relationship between education and modernization. As the "Middle East Dragon", Israel has gained more and more attention from the world since its return to the country. Scholars have always stressed that the importance of education is an important cause of the economic development of Israel.
A very important aspect of modernization is the balanced development of society. As an important part of the country, ethnic minorities restrict the modernization of the whole country to a great extent. This article tries to comb the state of education in Arabia, the largest minority of Israel, since the founding of the people's Republic of China, and to analyze the situation of the development of the education of the people of the country since the founding of the people's Republic. This development has an impact on all aspects of Arabs themselves and the modernization of Israel as a whole.
The thesis consists of three parts: preface, text and conclusion. The preface briefly reviews the status of the study on Israeli Arab education at home and abroad, and explains the significance and research methods of the article.
The text is divided into 3 parts. The first part discusses the relationship between national education and the education and modernization of ethnic minorities. It is believed that the level of modernization, especially the level of economic development, determines the level of education development; the development of education provides a variety of talents for the modernization drive, which is also suitable for ethnic minorities. The improvement of ethnic minority education is conducive to improving ethnic relations and providing a relatively stable social environment for modernization.
The second part combs the development of Arab education from Israel to the end of the twentieth Century. It is divided into two stages: the first stage is the end of military control from 1948 to 1966. During the period, the education of Arabs has made obvious progress in the number of schools and students, the enrollment rate, especially the enrollment rate of girls. The second stage is the development of the Arabian education from 70s to the end of twentieth Century. The discussion of Arab education at this stage is mainly carried out in comparison with the surrounding national Arabs. The Israeli Arabs are higher than the surrounding Arabia countries, while the illiteracy rate is the opposite trend. Finally, the reasons for the achievement of Arabian education at this stage are analyzed, especially the promotion of the demand for new high-tech talents to the education reform since 70s.
The third part analyses the influence of Israeli Arab education from two aspects. On the one hand, the improvement of Arabian education has a great impact on themselves: the economic structure of employment has changed, and a small amount of Arabia industry and Commerce began to appear; politically, the Arabs from the patriarchal system to the modern electoral system. With the awakening of national consciousness, they are more inclined to modernize the way of life in social life, especially women who get rid of the traditional constraints and become more involved in the economic and social life. On the other hand, with the increase of Arabs in school and work with the Jews, the Arab sense of belonging to Israel is strengthened. To some extent, Arab views have promoted the formation of relatively stable domestic modernization environment in Israel.
The concluding part summarizes the background, achievements and functions of Israeli Arab education, and points out the gap between Israel and the Jews. It points out that it is necessary to look at the Israeli Arab issue in a comprehensive way. Because modernization is a complex process and the improvement of education is the window for the development of Arabia people, but their modernization advances. Cheng is also constrained by many factors, such as the political situation at home and abroad, and so on, so this requires a lot of cooperation.

【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】：2007
【分類號】：K382.52;G538.2

【引證文獻】

相關(guān)碩士學(xué)位論文 前2條

1 王瑞;以色列教育發(fā)展與經(jīng)濟現(xiàn)代化[D];西北師范大學(xué);2009年

2 孫紅娟;以色列阿拉伯人教育失衡問題研究[D];河南師范大學(xué);2013年

本文編號：1824753