民众终身学习动力系统探源

民众终身学习动力是推动民众积极、主动、快乐地参与终身学习活动的一种动因和力量,主要源自民众的自身需求和外界压力.阻碍民众参与终身学习的阻力因素主要包括:经济发展制约、学校教育影响、社会认知局限、制度设计缺失、尚学风气不浓、负面人性顽劣等.要激活民众终身学习动力系统,可采用两大策略:一是增强意向性倾向,诱发民众终身学习内驱力;二是凸现外界压力,聚焦民众终身学习外动力.     

终身学习与学习化社会

建立学习化社会，实现终身学习，是进入知识经济时代世界各国的必然选择。它一方面要求学校向社会开放，为各类社会成员提供多种、多次受教育的机会，形成开放、灵活、发达、完备的终身教育体系。一方面要求创建学习型组织、学习型家庭、学习型企业、学习型社区，形成人人学习、终身学习的环境和氛围，使学习成为基本的生存和发展方式。     

论学习型组织与终身学习

学习型组织是一个能学习、有行动的团队组织 ,自从上个世纪 90年代彼得·圣吉 (PeterSenge)的《第五项修炼》一书问世后 ,学习型组织的理念对于终身学习产生了深刻的影响。学习型组织在现实社会各个层面中得以充分利用 ,促进各类团队终身学习的持续发展 ,以最终实现学习化社会为目的     

论创知学习与终身学习

创知学习就是创造新知识、新思想、新理论、新方案、新活动、新方法、新技术的学习，它不仅是人的本质和人的自身生存与发展的需要，也是社会发展的需要；它与传统学习有本质区别；创知学习和以创知为基础的终身学习是人类学习的新境界；要搞好这两种学习，就必须改变观念，营造良好的学习环境，掌握新的学习方法和完善终身学习制度。     

Changing Notions of Lifelong Education and Lifelong Learning

Drawing on material from IRE as well as other sources, this article describes how the notion of lifelong education came into prominence in the educational world in the late 1960s, how it related to the concepts of formal, non-formal and informal education, and how it contrasted with the idea of recurrent eduction, as promoted by the OECD. The author goes on to discuss the emergence of the broader and more holistic concept of lifelong learning and the various ways in which it is understood. The article shows how IRE and its host institute have played an important part in the debate on these issues.     

全球化与终身学习

全球化对于教育发生着全面而深远的影响。受过高等教育的人总是承受着世界对于劳动力划分的压力,大学也因此变成为这些劳动力提供职业再教育的场所。世界上越来越多的大学教育已经开始面向社会上的劳动力提供硕士研究生教育和职业技能教育。中国的高等教育在为受教育者提供终身教育方面做得还很少。文章提醒我国的高等教育应该相应的调整。     

Art and Lifelong Learning

It is argued, through the example of art education seen from a broad cultural perspective, that the concept of lifelong learning implies common terms of reference for learning in all contexts in which learning takes place, especially in schools, colleges and universities. This implies a common approach to standards at all levels of formal educational provision. The disparity of school art and art in other learning contexts is discussed, and concepts of standards currently in use are examined and found to be highly problematic. The idea of practitioner referenced standards is introduced in relation to standards derived from educational theory and practice. In the case of art these are considered in terms of ‘what it is that artists do; what it means to engage with a work of art at first hand; what people have to say about artists and works of art; and what it means to engage in learning’. Ways of relating these standards to each other and to lifelong learning in the context of a research rationale for an art curriculum are put forward. In conclusion, it is suggested that co-ordination of the current review of the National Curriculum and the developmental work on standards currently being undertaken by the QAA would represent a basis for the establishment of appropriate standards for lifelong learning, although this would require a new level of co-operation between the relevant educational sectors. Such standards would assist in reducing the possibility that lifelong learning could develop as a further isolated and self-justifying educational sector in a divided national educational system. They would also provide an opportunity for post-modern thinking to make a worthwhile contribution to educational debate.     

终身教育与终身学习及其关系

终身教育与终身学习是现代教育理念、生活理念体现在实践层面的产物。终身教育是全程、全态、全面的长、宽、深的教育，终身学习是“全人生学习、全方位学习”；终身教育主要是政府行为，而终身学习是个体行力；终身学习的基础是终身教育，终身教育的实质是终身学习。无论终身教育，抑或终身学习，都旨在通过把人自身的潜在能力不断转化为现实能力，尽可能地促进人与社会协调发展、可持续发展。终身教育和终身学习还蕴涵着教育、学习和生活三位一体的理念。     

Changing Notions of Lifelong Education and Lifelong Learning

Drawing on material from IRE as well as other sources, this article describes how the notion of lifelong education came into prominence in the educational world in the late 1960s, how it related to the concepts of formal, non-formal and informal education, and how it contrasted with the idea of recurrent eduction, as promoted by the OECD. The author goes on to discuss the emergence of the broader and more holistic concept of lifelong learning and the various ways in which it is understood. The article shows how IRE and its host institute have played an important part in the debate on these issues.     

Elderly Korean Learners' Participation in English Learning Through Lifelong Education: Focusing on Motivation and Demotivation

This study explores motivational and demotivational factors in English learning among elderly learners attending a lifelong education institute located in Seoul, South Korea. A total of 420 elderly learners with limited English learning experience responded to a questionnaire with 47 five-point Likert-type items. In order to investigate what factors encourage and discourage elderly learners in their participation in English learning, we conducted factor analysis, which indicated five motivational and three demotivational constructs. The motivational factor of self-actualization proved the most influential, while pressure from the Graduation Equivalency Examination was the most demotivating. It was found that the motivational factors demonstrated positive correlations with demotivational factors, and that the ideal L2 self showed the highest correlation with demotivational factors. Furthermore, the elderly learners' motivation did not exhibit significant change related to their years of learning experience from less than one year to more than three years.     

学习型社会中的终身教育与终身学习

信息技术革命和知识经济的到来改变着我们所生存的这个世界。学习型社会已经到来,终身教育、终身学习的理念伴随着学习型社会的思潮冲击着原有的社会传统观念。终身教育与终身学习有着相同的理念和目标,但在出发点和侧重点方面又有所不同。终身学习为学习型社会提供了不竭的内在发展动力,终身教育为学习型社会提供了长效的外在支撑体系,二者有机统一在学习型社会之中。     

主动学习与学习动机

现代教育十分强调学生以主动积极的心态投入学习对于教学活动以及学生自身发展的重要性。针对小学阶段学生学习动机发展的年龄特点，我们认为，应当将各类动机结合起来，着重培养小学生的认知内驱力，以此使学生养成主动学习的习惯。     

学无止境 书香绵长 ——给毕业研究生的三点建议

从三个方面对即将离开校园的毕业研究生提出了读书和学习的建议：一是要持之以恒地读书和学习,不断充实和提高自己;二是面对网络信息要慎思明辨,抵御庸俗信息,通过重读经典来不断提高自己的思想境界;三是读书方法上要庞而不杂,博约结合,同时注重理论与实践相结合,学以致用,知行合一。     

终身教育与终身学习概念解析及比较

自20世纪30年代至20世纪60年代中后期,终身教育与终身学习概念相继出现,并在全世界的广泛流传和推广。由于各种原因,关于二者概念的不同程度的分歧、争论甚至批判一直存在。文章追溯终身教育与终身学习概念的提出,梳理二者的不同表述,并在此基础上对其进行比较。发现两个概念的相同或相近点是:教育时间上的终身性、连续性和空间上的广延性、对象的全民性等;区别在于:概念产生的背景、着眼点和内涵的不同;二者的联系是:概念上的衍生关系和根本目的的一致性。     

再论教育信息化下的终身学习

终身学习已经成为一种现代化教育理念和发展趋势,教育信息化是实现教育、学习的重要手段。教育信息化也是终身教育、终身学习的重要因素。教育信息化为终身学习创造了开放性的环境、为终身学习提供技术支持。有利于终身学习者自我学习,有利于终身学习者共享交流。而促进教育信息化需要社会、学校、教育者和学习者各方面的共同努力。     

终身学习与教师培训

终身学习是人类社会的发展趋势,教师是建构学习化社会的重要的人力资源,因而加强师资培训,提高自身素质和能力,是一项具有战略意义的根本任务.     

终生学习与比较教育

本文在分析终生学习内涵及特征、回顾终生教育提出经过的甚础上,重点探讨了终身学习与教育转型、终生学习与教育对策、终生学习与比较教育等论题,提出了建立学习化社会过程中比较教育的责任和使命.     

澳大利亚的终身学习政策

本文介绍和分析了澳大利亚终身学习政策的发展历程与具体推进措施,并就其体现出的发展特征做出尝试性解释,以期能够深化对终身学习政策的理论研究,并对我国终身学习政策的推进有所裨益.     

终身学习评价机制:构建终身学习体系的核心

终身学习体系的构建是一个系统工程;但就社会个体而言,每一个学习者所具备的学习能力是整个终身学习体系结构中不可欠缺的基础条件;每个学习者的所学如何终身评价则是一个根本;终身学习成果与能力的评价是贯穿每个学习者整个人生的重要结构环节,也是衡量终身学习体系构建的重要指标。     

European Lifelong Learning Initiative

The economic and social forces that are rapidly remodeling the world require increased skills in our workforce to maintain European competitiveness. Personal commitment and motivation are the key to this objective, but to obtain them from the large number of individuals as required by the European economy, harmonized changes in the organization of companies and institutions, in the social attitudes to the learning process as well as a wise use of available research and technology need to be made. The European Lifelong Learning Initiative believes that lifelong learning concepts can be used to inspire, guide and encourage these activities.