本文選題：日本 + 終生教育��； 參考：《南開大學》2009年博士論文

【摘要】： 20世紀末全球化浪潮席卷世界、知識經(jīng)濟知識社會驚濤拍岸,我國提出了科教興國戰(zhàn)略和建設學習社會的目標。日本以豐富的人力資源彌補了自然資源的不足,善于學習先進而后來居上走到世界前列。因此,研究當代日本終生學習社會建設的經(jīng)驗,對于中國開發(fā)豐富的人力資源具有重要借鑒價值。本文旨在理清1965—2000年間終生教育、終生學習思想在日本的發(fā)生、發(fā)展的背景和過程,建設終生學習社會事業(yè)決策的理由、推進的方法,終生學習的內容、方式、進度,與終生學習關聯(lián)的事業(yè),總結其價值與意義。沿著日本為什么要建設終生學習社會,如何建設終生學習社會的脈絡展開論述。 二戰(zhàn)結束后至1960年代中期,發(fā)達工業(yè)國家因異乎尋常的經(jīng)濟增長、技術進步帶來社會急劇變化,引起人們精神不安,在尋求出路中提出了終生教育、學習社會理論。日本立即引進新觀念,展開了討論研究,產業(yè)界首先從終生教育觀點看待職業(yè)培訓。隨著經(jīng)濟社會發(fā)展變遷,科技進步帶來產業(yè)結構升級換代加速,勞動者需要不斷更新知識和技能;國際化、信息化快速發(fā)展迫使人們只有不斷學習才能跟上時代;人均壽命延長、閑暇時間增多,人們精神需求高漲。同時,過分重視名校學歷的學歷社會使應試競爭激烈,學校教育側重知識灌輸和考試技能,帶來青少年厭學、缺乏創(chuàng)造性。自1970年代起社會各界基于各自的問題意識紛紛呼吁教育改革,中曾根內閣時推行全面教育改革,設立臨時教育審議會(臨教審),首先確定工作規(guī)則和程序,設立四個分會展開審議。既有專家委員會的調查研究,又面向國民舉辦教育改革征文、在各地召開公眾意見聽取會,審議結果及時發(fā)布公報,經(jīng)過不同意見的充分辯論和交流后達成一致,1987年10月公布教育改革推進大綱,確立了重視人的個性、建設終生學習社會的教育改革基本方針。從“終生教育”到“終生學習”的概念轉換,突出了學習者的主體地位。終生學習社會,是指無論何時何地,人們一輩子都能夠根據(jù)自己的愿望和能力開展學習活動、開發(fā)自己潛能,獲得全面發(fā)展的社會。 為了推進終生學習事業(yè),教育行政上文部省設立生涯學習局等,內閣14個省廳開展相關事業(yè),制定了《終生學習振興法》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習推進計劃、設立生涯學習推進會議,舉辦“終生學習節(jié)”等方式營造了濃厚的學習氛圍。學校教育上,初等教育上推廣每周五天授業(yè)制減輕學生負擔,加強青少年課外活動和生活體驗活動,培養(yǎng)學習興趣,開放校園設施;高中采用學分制,擴大學生自由選擇;大學通過放寬對入學者年齡、學歷等限制,增加公開講座,開設夜大學,利用函授、廣播電視因特網(wǎng)等現(xiàn)代技術發(fā)展大學、研究生教育,設立多種形式的研究生院,擴大學校間、校企間、國際間的合作等方式,更加自由開放。通過增加圖書館、博物館、體育館(場)等設施,社區(qū)建立“生涯學習中心”等途徑,大力發(fā)展學校外的社會教育,并且致力于與學校教育聯(lián)結成網(wǎng)。 終生學習的內容豐富多彩,從職業(yè)技能訓練到文化教養(yǎng)類的文學藝術、哲學宗教、鄉(xiāng)土文化、興趣愛好、健康休閑、環(huán)境保護等。形式有個人獨學和團體活動,以團體學習為多。地方和民間表現(xiàn)得積極主動。日本終生教育學習事業(yè)是地方、民間先行,然后形成國家政策推廣的。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)濟社會綜合規(guī)劃中,自主發(fā)展終生教育事業(yè)。地方自治體把終生學習與地方的自然環(huán)境、歷史文化、產業(yè)經(jīng)濟、里邑建設等結合起來,旨在提高人的素質、促進居民和諧相處、助推地方振興。民間對于教育文化事業(yè)高度熱情,是事業(yè)發(fā)展的基礎。它表現(xiàn)在初等教育后的學校中占多數(shù)的私立學校外,還有民間團體、志愿者活動、自由大學、企業(yè)創(chuàng)辦的文化中心等。主要針對成人的終生學習,與歐美著重于職業(yè)技能開發(fā)不同,日本以興趣教養(yǎng)為主,戰(zhàn)后發(fā)展起來的社會教育成為終生學習事業(yè)中的主角。立足以國民的自覺主動為基本,行政力量通過制定鼓勵政策、提供學習機會和信息、培養(yǎng)領頭羊、建立學習成果評價體制、增加學習成果運用機會等方式,引導、支援國民的學習事業(yè)。 日本終生學習社會建設的特色是,追蹤先進、應對變化面向未來解決自身問題為動力,官方與民間密切合作,學習主要不是追求經(jīng)濟目的而是興趣愛好和運動健康之類,對目標堅持不懈而手段方法適時而變。
[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.
【學位授予單位】：南開大學
【學位級別】：博士
【學位授予年份】：2009
【分類號】：G729.313

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