日本终身学习的理论与实践

发布时间：2018-05-19 09:06

本文选题：日本 + 终生教育　；参考：《南开大学》2009年博士论文

【摘要】： 20世纪末全球化浪潮席卷世界、知识经济知识社会惊涛拍岸,我国提出了科教兴国战略和建设学习社会的目标。日本以丰富的人力资源弥补了自然资源的不足,善于学习先进而后来居上走到世界前列。因此,研究当代日本终生学习社会建设的经验,对于中国开发丰富的人力资源具有重要借鉴价值。本文旨在理清1965—2000年间终生教育、终生学习思想在日本的发生、发展的背景和过程,建设终生学习社会事业决策的理由、推进的方法,终生学习的内容、方式、进度,与终生学习关联的事业,总结其价值与意义。沿着日本为什么要建设终生学习社会,如何建设终生学习社会的脉络展开论述。二战结束后至1960年代中期,发达工业国家因异乎寻常的经济增长、技术进步带来社会急剧变化,引起人们精神不安,在寻求出路中提出了终生教育、学习社会理论。日本立即引进新观念,展开了讨论研究,产业界首先从终生教育观点看待职业培训。随着经济社会发展变迁,科技进步带来产业结构升级换代加速,劳动者需要不断更新知识和技能;国际化、信息化快速发展迫使人们只有不断学习才能跟上时代;人均寿命延长、闲暇时间增多,人们精神需求高涨。同时,过分重视名校学历的学历社会使应试竞争激烈,学校教育侧重知识灌输和考试技能,带来青少年厌学、缺乏创造性。自1970年代起社会各界基于各自的问题意识纷纷呼吁教育改革,中曾根内阁时推行全面教育改革,设立临时教育审议会(临教审),首先确定工作规则和程序,设立四个分会展开审议。既有专家委员会的调查研究,又面向国民举办教育改革征文、在各地召开公众意见听取会,审议结果及时发布公报,经过不同意见的充分辩论和交流后达成一致,1987年10月公布教育改革推进大纲,确立了重视人的个性、建设终生学习社会的教育改革基本方针。从“终生教育”到“终生学习”的概念转换,突出了学习者的主体地位。终生学习社会,是指无论何时何地,人们一辈子都能够根据自己的愿望和能力开展学习活动、开发自己潜能,获得全面发展的社会。为了推进终生学习事业,教育行政上文部省设立生涯学习局等,内阁14个省厅开展相关事业,制定了《终生学习振兴法》等一系列法律、政策,地方自治体都道府县、市町村纷纷制定终生学习推进计划、设立生涯学习推进会议,举办“终生学习节”等方式营造了浓厚的学习氛围。学校教育上,初等教育上推广每周五天授业制减轻学生负担,加强青少年课外活动和生活体验活动,培养学习兴趣,开放校园设施;高中采用学分制,扩大学生自由选择;大学通过放宽对入学者年龄、学历等限制,增加公开讲座,开设夜大学,利用函授、广播电视因特网等现代技术发展大学、研究生教育,设立多种形式的研究生院,扩大学校间、校企间、国际间的合作等方式,更加自由开放。通过增加图书馆、博物馆、体育馆(场)等设施,社区建立“生涯学习中心”等途径,大力发展学校外的社会教育,并且致力于与学校教育联结成网。终生学习的内容丰富多彩,从职业技能训练到文化教养类的文学艺术、哲学宗教、乡土文化、兴趣爱好、健康休闲、环境保护等。形式有个人独学和团体活动,以团体学习为多。地方和民间表现得积极主动。日本终生教育学习事业是地方、民间先行,然后形成国家政策推广的。东北地区的秋田县等地早在1970年代就把终生教育纳入地方经济社会综合规划中,自主发展终生教育事业。地方自治体把终生学习与地方的自然环境、历史文化、产业经济、里邑建设等结合起来,旨在提高人的素质、促进居民和谐相处、助推地方振兴。民间对于教育文化事业高度热情,是事业发展的基础。它表现在初等教育后的学校中占多数的私立学校外,还有民间团体、志愿者活动、自由大学、企业创办的文化中心等。主要针对成人的终生学习,与欧美着重于职业技能开发不同,日本以兴趣教养为主,战后发展起来的社会教育成为终生学习事业中的主角。立足以国民的自觉主动为基本,行政力量通过制定鼓励政策、提供学习机会和信息、培养领头羊、建立学习成果评价体制、增加学习成果运用机会等方式,引导、支援国民的学习事业。日本终生学习社会建设的特色是,追踪先进、应对变化面向未来解决自身问题为动力,官方与民间密切合作,学习主要不是追求经济目的而是兴趣爱好和运动健康之类,对目标坚持不懈而手段方法适时而变。
[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.
【学位授予单位】：南开大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G729.313

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