1861-1914年欧俄农村初等教育研究

发布时间：2018-06-10 17:22

本文选题：欧俄 + 农村　；参考：《吉林大学》2014年硕士论文

【摘要】：1861—1914年，欧俄农村初等教育的发展既是俄国现代化发展的客观要求，又是国家、社会精英和公众教育观念转变的结果。大致以19世纪90年代为分界线，欧俄农村初等教育经历了两个发展阶段。前期，俄国政府将办学的权利下放给地方自治机构、教会和村社；后期的教育大发展则离不开国家、社会的合力办学。欧俄农村教师是一支女教师占多数、家庭出身多样化、年轻化的队伍。他们对俄国普及教育的贡献很大，却在收入、社会地位上处于弱势群体的地位。无论是课程设置，还是在校舍质量、入学、毕业及辍学的指标上，地方自治局学校和教会学校都有很大的不同，地方自治局学校的优势更为明显。总体上看，，1861—1914年欧俄农村初等教育取得的成就值得肯定。
[Abstract]:From 1861 to 1914, the development of rural primary education in Europe and Russia was not only the objective requirement of the modernization of Russia, but also the result of the change of educational concepts of the state, the social elite and the public. Rural primary education in Europe and Russia has experienced two stages of development. In the early days, the Russian government devolved the power of running schools to local self-governing bodies, churches and village communities. In the latter period, the great development of education was inseparable from the state, and society worked together to run schools. Rural teachers in Europe and Russia had a majority of female teachers and diverse family backgrounds. A younger team. They contribute a lot to universal education in Russia, but they are in a disadvantaged position in terms of income and social status, whether in terms of curriculum, or in terms of school quality, school attendance, graduation and drop out of school. There are great differences between the schools of the Local Self-Government Bureau and the church schools, and the advantages of the schools of the Local Self-Government Bureau are even more obvious. On the whole, the achievements of the primary education in rural areas in Europe from 1861 to 1914 are worthy of recognition.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G629.512;K512

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