外国中小学教育
外國中小學教育
외국중소학교육
ELEMENTARY AND SECONDARY EDUCATION IN FOREIGN COUNTRIES
2014年
11期
1-4
,共4页
2009、2012两届由经济合作与发展组织（OECD）举行的PISA测评，自公布成绩以来，就引发了对教育尤其是教育改革的持续的探讨。对本国PISA成绩不太满意的国家如美国、英国等国家已经酝酿或启动了一系列改革行动。以英国为例，2014年8月开始，英国教育部正式启动“中英数学教师交流项目”，由中方派出一批数学教师到英国去指导和示范如何提升数学课堂教学质量，同时英国也挑选一批数学老师到中国上海来学习进修。上海师范大学承担了此次中英交流项目。而取得好成绩的如中国上海、中国香港、新加坡、韩国等国家在更加自信的同时，也在自觉、自省，在审视、思考教育改革。在这样一种教育改革的大氛围下，香港大学的程介明教授发文称，“世界上几乎每个国家都想改革教育，但是为什么改革，却并不一定是非常清晰的”，程教授认为，学校管理者、教师、家长甚至教育决策者，对于教育改革之前和改革过程中必须要考虑到的很多问题，依然还需要时间去寻找答案。2014年7月，程教授应邀来到上海，为上海的中小学校长及幼儿园园长做了一场主题为“今天的教育，孩子的明天”的讲座，讲座间隙，本刊记者就教育中的价值导向问题、教育与社会文化的关系、教育与经济发展的关系等一系列问题，对程教授进行了访谈。
2009、2012兩屆由經濟閤作與髮展組織（OECD）舉行的PISA測評，自公佈成績以來，就引髮瞭對教育尤其是教育改革的持續的探討。對本國PISA成績不太滿意的國傢如美國、英國等國傢已經醞釀或啟動瞭一繫列改革行動。以英國為例，2014年8月開始，英國教育部正式啟動“中英數學教師交流項目”，由中方派齣一批數學教師到英國去指導和示範如何提升數學課堂教學質量，同時英國也挑選一批數學老師到中國上海來學習進脩。上海師範大學承擔瞭此次中英交流項目。而取得好成績的如中國上海、中國香港、新加坡、韓國等國傢在更加自信的同時，也在自覺、自省，在審視、思攷教育改革。在這樣一種教育改革的大氛圍下，香港大學的程介明教授髮文稱，“世界上幾乎每箇國傢都想改革教育，但是為什麽改革，卻併不一定是非常清晰的”，程教授認為，學校管理者、教師、傢長甚至教育決策者，對于教育改革之前和改革過程中必鬚要攷慮到的很多問題，依然還需要時間去尋找答案。2014年7月，程教授應邀來到上海，為上海的中小學校長及幼兒園園長做瞭一場主題為“今天的教育，孩子的明天”的講座，講座間隙，本刊記者就教育中的價值導嚮問題、教育與社會文化的關繫、教育與經濟髮展的關繫等一繫列問題，對程教授進行瞭訪談。
2009、2012량계유경제합작여발전조직（OECD）거행적PISA측평，자공포성적이래，취인발료대교육우기시교육개혁적지속적탐토。대본국PISA성적불태만의적국가여미국、영국등국가이경온양혹계동료일계렬개혁행동。이영국위례，2014년8월개시，영국교육부정식계동“중영수학교사교류항목”，유중방파출일비수학교사도영국거지도화시범여하제승수학과당교학질량，동시영국야도선일비수학로사도중국상해래학습진수。상해사범대학승담료차차중영교류항목。이취득호성적적여중국상해、중국향항、신가파、한국등국가재경가자신적동시，야재자각、자성，재심시、사고교육개혁。재저양일충교육개혁적대분위하，향항대학적정개명교수발문칭，“세계상궤호매개국가도상개혁교육，단시위십요개혁，각병불일정시비상청석적”，정교수인위，학교관리자、교사、가장심지교육결책자，대우교육개혁지전화개혁과정중필수요고필도적흔다문제，의연환수요시간거심조답안。2014년7월，정교수응요래도상해，위상해적중소학교장급유인완완장주료일장주제위“금천적교육，해자적명천”적강좌，강좌간극，본간기자취교육중적개치도향문제、교육여사회문화적관계、교육여경제발전적관계등일계렬문제，대정교수진행료방담。
Organization for Economic Co-operation and Development (OECD) conducts an international comparison of educational performance every three years named the Programme for International Student Assessment (PISA). PISA 2009 and 2012 results triggered a continuing discussion of education, especially of educational reform. Countries that are not satisfied with their performance, such as the Unites States and the United Kingdom, have planned or adopted a series of reforms in education. In August 2014, the department of education in UK launched"England-Shanghai Mathematic Teacher Exchange Project". A group of Chinese mathematic teachers are selected to be embedded in England mathematics hubs to teach pupils, run master classes for other teachers, and demonstrate how to improve the quality of mathematics teaching, correspondingly, a team of England teachers will come to Shanghai to observe and learn from Asian-style mastery approach to maths. Maths hubs develop this programme with academics from Shanghai Normal University. When top-performing East Asian jurisdictions-including Shanghai, Hong Kong, Singapore and South Korea-become more conifdent, they also increase their awareness and relfection on their education and educational reforms. In a world-wide context of educational reform, Professor CHENG Kai-ming from Hong Kong University remarked in his article that almost every country in the world plans to reform the education system, but why reform it, it is not necessarily very clear to the policy-makers. He believes that principals, teachers, students and policy-makers still need time to ifgure out several key points in educational reforms. In July, 2014, Prof. Cheng came to Shanghai and gave an impressive speech titled"Today's education, Children's Future"to principals of kindergartens and primary and secondary schools. During his visit in Shanghai, special correspondent from our journal interviewed Prof. Cheng about the value-oriented education issues and the relationship between education and social culture and between educational and economic development.
