教育学报
教育學報
교육학보
Journal of Educational Studies
2014年
1期
109~120
,共null页
学校教育 “影子教育” 制度理论 教育社会学
學校教育 “影子教育” 製度理論 教育社會學
학교교육 “영자교육” 제도이론 교육사회학
school education shadow education institutional theory; sociology of education
从近代学校的兴起到学校系统在工业化国家的确立再到其他国家的仿效,公共大众学校教育在全球推广普及.然学校教育对学业成绩的残酷投注而其自身在提升学业成绩上的能力不足,驱使家庭购买大量校外辅导及相关服务以助子女取得学业佳绩,这在一些国家业已成为学校教育的制度化组成部分.通过效法并补充学校教育同时辅以世界教育文化的助推,课外辅导(影子教育)得以在全球扩张并挑战着学校教育.辅导机构有望成为教育组织系统的有机构成;学校在课程设置、运作管理等方面亦呈现与辅导机构相似、兼容之端倪.学校与辅导机构在明争暗合中形影游移、界限模糊,衍生一种混合型教育组织或有可能.依此而论,消除校外“辅导热”大抵是个伪命题.
從近代學校的興起到學校繫統在工業化國傢的確立再到其他國傢的倣效,公共大衆學校教育在全毬推廣普及.然學校教育對學業成績的殘酷投註而其自身在提升學業成績上的能力不足,驅使傢庭購買大量校外輔導及相關服務以助子女取得學業佳績,這在一些國傢業已成為學校教育的製度化組成部分.通過效法併補充學校教育同時輔以世界教育文化的助推,課外輔導(影子教育)得以在全毬擴張併挑戰著學校教育.輔導機構有望成為教育組織繫統的有機構成;學校在課程設置、運作管理等方麵亦呈現與輔導機構相似、兼容之耑倪.學校與輔導機構在明爭暗閤中形影遊移、界限模糊,衍生一種混閤型教育組織或有可能.依此而論,消除校外“輔導熱”大牴是箇偽命題.
종근대학교적흥기도학교계통재공업화국가적학립재도기타국가적방효,공공대음학교교육재전구추엄보급.연학교교육대학업성적적잔혹투주이기자신재제승학업성적상적능력불족,구사가정구매대량교외보도급상관복무이조자녀취득학업가적,저재일사국가업이성위학교교육적제도화조성부분.통과효법병보충학교교육동시보이세계교육문화적조추,과외보도(영자교육)득이재전구확장병도전착학교교육.보도궤구유망성위교육조직계통적유궤구성;학교재과정설치、운작관리등방면역정현여보도궤구상사、겸용지단예.학교여보도궤구재명쟁암합중형영유이、계한모호,연생일충혼합형교육조직혹유가능.의차이론,소제교외“보도열”대저시개위명제.
From the rise of modern schools to the establishment of schooling systems in industrialized countries and then to the expansion of mass schooling in other countries, the public mass schooling has been gaining popularity all over the world. Meanwhile, with its relentless focus on academic achievements as well as its own defect in promoting students~ academic performances, schooling are also driving families to buy lots of outside-school tutoring and the related services to help children to make better achievement, which has become a component of schooling institution. Emulating and supplementing schooling and pro- moted by the world educational culture, outside-school tutoring or shadow education has been expanding globally and challenging school education. Tutoring agencies may become a composition of education or- ganization system. Schools also have showed similarity and compatibility with private tutoring in such as- pects as curriculum and management. A combined education organization will probably be born from schools and tutoring agencies since the boundaries between the two are becoming vague while they are fighting openly but cooperating implicitly. In this sense, to eliminate the "tutoring fever" is impossible and thus a false proposition.