从教育看战后德国的社会变化

发布时间：2018-04-24 14:21

本文选题：战后德国 + 教育体制　；参考：《学术论坛》2014年01期

【摘要】：战后德国教育体制中最能显出其自身特点的地方,莫过于将中学分成三类:基础中学、一般中学和高级中学。前两类培养应用型人才,其中,第一类培养简单操作人员,第二类培养具有一定知识支撑的工作人员,第三类培养开发性或创造性人才,即以后进入大学接受高等教育的人才。这种在中学阶段就进行分流的教育体制与社会需求有着紧密的切合,它将大部分人引向了社会大量需要的应用性领域,而只有少数人被引向要求高的创造性或开发性工作岗位。这不仅使不同层面的教育与不同层面的社会需求之间有着高度吻合,也使各层面教育守住了其应有的边界,尤其是高等教育。战后德国高等教育之所以有着世界范围内很好的含金量,就是与其没有转向大众化,始终坚守培养社会精英的目标有关。职业生涯中岗位与文凭的紧密吻合在西方世界是除了德国之外很少见的。因此,教育参与结构的变化在战后德国清晰地展现了社会结构的变化。
[Abstract]:In the postwar German educational system, there is nothing more distinctive than the classification of secondary schools into three categories: basic middle schools, general middle schools and high schools. The first two types train applied talents, among which, the first type trains simple operators, the second type trains staff with certain knowledge support, and the third category trains exploitative or creative talents, that is, those who enter university to receive higher education later. The educational system, which distributes in the middle school stage, is closely suited to the social needs. It leads the majority of people to the applied fields that the society needs a great deal, while only a few people are led to creative or developmental jobs that require high levels of creativity. This not only makes different levels of education and different levels of social needs have a high coincidence, but also makes all levels of education to guard its due boundaries, especially higher education. The reason why German higher education has a good gold content in the world after the war is that it does not turn to popularization and always adheres to the goal of cultivating social elite. The close match between a career and a diploma is rare in the Western world except in Germany. Therefore, the change of educational participation structure clearly showed the change of social structure in postwar Germany.
【作者单位】：华东理工大学外语学院;
【基金】：国家社科基金项目“战后德国经济、社会结构和阶级构成的变化研究”(09BSS016)
【分类号】：G551.6

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