联邦德国高等学校类型结构变革研究（1945-1976）

发布时间：2018-06-20 11:08

  本文选题：联邦德国 + 高等教育　； 参考：《河北大学》2017年博士论文

【摘要】：在二战之后高等教育数量和规模持续快速增长的压力下,联邦德国将大学单类型结构转变成为大学-专业高等学校双类型结构,由此完成了高等教育的差异化、多样化转型,从而化解了其固有的结构性矛盾,满足了大众化发展的要求。19世纪,德国形成了大学单类型结构。在这种结构中,大学模式独占高等教育领域,所有高等学校都以科研和培养学术人才为己任,奉行科研和教学相统一的教育原则,几乎没有给差异化和特色化留下余地。二战结束后至50年代,联邦德国重建了高等教育,高等学校恢复了大学传统,其结构性矛盾也延续下来。这一时期,高等教育进入大众化发展阶段,超载运行致使大学传统的教学和学习方式都到严重破坏,同时大学科研受到校外学术机构的挤压,大学陷入内外交困的境地。60年代初期,为了使高等教育摆脱危机,联邦政府开始资助高等学校扩建,由此,高等学校开始发生变化。然而连年投入并没有取得令人满意的效果。60年代中期,教育的基本政策调整为扩大规模和改革结构同时并举,但是教育实践只重视了前者而忽视了后者。当认识到单纯性的规模扩张无助于解决大学危机之后,联邦德国在1966年开始了高等教育结构改革,但是对学习过程的差异化改革和新型大学实验均告失败。到60年代后期,全国性的教育改革条件逐渐形成。青年学生运动推动高等教育必须进行全面改革,合作的文教联邦主义制度为全国性的改革提供了体制保证,巴登-符腾堡州提出的计划为改革提供了思路。联邦和各州迅速地达成共识,统一、合作地发展综合高等学校。但是确定了改革目标以后,不同的集团都对改革施加影响,企图左右改革方向,争斗拖延了改革的进度,同时保守力量也极力阻挠改革。70年代的经济危机到来后,教育环境恶化。在各种不利因素影响下,综合高等学校实验很快地停滞和中断。虽然综合高等学校改革没有达到预期目标,但是为改革做准备的专业高等学校却能够适应新的环境,快速发展壮大。同时,经过持续扩建,大学和大学生数量迅速地增加,规模不断地扩大。到70年代中后期,大学和专业高等学校已经成为最主要的两类高等学校,双类型结构的特征已经非常明显。在新结构中,大学继续开展强调科研和教学相统一的学术教育,专业高等学校开展重视工作实践的职业教育。至此,联邦德国高等教育固有的结构性矛盾得到了解决,高等教育结构完成了差异化、多样化转型。
[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.
【学位授予单位】：河北大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G649.516
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本文编号：2044052