浅谈美国的双语教育

本文从历史的角度 ,分析了美国双语教育的几个计划 ,并从地球村的角度阐述当今汉英教育的现状及其重要性。     

Population education in the United States

The most significant expansion of population education in the U.S. has occurred over the past 5-year period. The environmental movement of the 1960 decade established a foundation on which population education quickly developed in the 1970 decade and gained acceptance in the population establishment and among funding agencies. During the years 1970-1976, several private organizations became actively involved in the population education field. Several viewpoints and population education approaches are now evident in the U.S. These approaches stress different aspects of the issue: extension of family planning, individual and social awareness, demography, behavioral objectives, value analysis, environmental strategy, and inquiry. Although these approaches are diverse, the U.S. has provided a basic framework for population education. Research in population education has consisted of little more than review studies, knowledge and attitude surveys, and several studies on the appropriateness of population education in the formal college school setting. Further research is needed to identify the goals, objectives, and strategy of population education, and these studies would have to be linked to the cognitive and moral development of the student.     

Teacher education in the United States of America

Teacher education in the United States, and undoubtedly in other countries as well, is more profoundly affected by shifts and developments in the wider intellectual and social world than by any changes, no matter what their magnitude, in educational theory and teaching techniques. Current practices in the preparation of teachers, therefore, cannot be understood without references to such external influences as, to cite only a few, the teacher shortage of the fifties and early sixties, the post-sputnik anxiety about how well our schools were doing, the efflorescence in the behavioural sciences, the so-called explosion of knowledge in all fields, and the concentration of educationally disadvantaged children in the central cities. Once it is assumed that teacher preparation reflects changes in the broader world, any attempt to outline recent trends and developments inevitably becomes arbitrary and partial. However, the factors enumerated and discussed below are, at least, germane to the problem. Dr. Schaefer has been Dean of the Teachers' College at Columbia University in New York since 1963. This article consists of extracts from a paper presented by the author before an expert committee which met at Unesco to consider problems of general primary and secondary education.     

Academic versus vocational education in the United States

Starting from the statistically supported trend of post-secondary education in the United States from the academic to the vocational area, this author investigates:

1. the causes of this wide swing of the pendulum towards vocational education;
2. the resulting assumption that education is merely a preparation for an occupation and has no intrinsic value. Three main reasons are given for this development: First, the effort made by schools and universities to fulfil their certification function has resulted in their giving precedence to selection rather than to the education of pupils and students and to equalization of opportunities. Second, the general tendency of society to exclude youth from responsible participation in the life of adults is leading to a change in the societal work process and to a gradual breakdown in the family structure. The third factor is the increase in juvenile delinquency and criminality.

     

Speech education in the United States college of discipline

Defining gastronomic reference or mention of what public figures eat, as synecdoche, this essay illustrates how synecdoche contributes to public figures, public images and argues that synecdoche deserves attention as an important political trope.     

Preschool policy and bilingual education in the United States

In 1976, Head Start introduced a “Strategy for Spanish-Speaking Children.” The strategy provided support in four areas of activity, which included: (1) Basic and applied research on the developmental progress of Spanish-speaking children; (2) Regional Resource Centers intended to provide access to bilingual/bicultural materials and assistance in their implementation; (3) Head Start staff training; and (4) Curriculum model development in two languages, permitting individualized instruction in either language, and incorporating multicultural resources that facilitate cognitive and social growth.The most significant outcome of the strategy for the Spanish-speaking has been the curriculum development effort and its accompanying evaluation. The remainder of this paper will describe the curriculum development effort, th evaluation results, and some policy implications for national efforts in bilingual education.     

Faculty development in the United States: A brief history

Abstract

Faculty (academic staff) development in the United States has grown from periodic sabbaticals, given to facilitate faculty members’ ability to keep up‐to‐date in their content areas, to full‐blown programmes designed to provide support to faculty members in all areas of their lives as academics. This paper will describe the evolution of faculty development programmes in the USA.     

美国职业教育的认知和感悟

具有良好的体系,完备的功能、多元化的方式这就是美国职业教育。美国从事职业教育的学校紧贴社会需求设置课程及时调整专业类别,重在就业的岗位知识和技术技能的培训,学生根据劳动力市场变化需要选择自己的专业方向。当前我国的职业教育发展存在两种不同的取向。一方面人们认为职业教育就是就业教育,另一方面受发达国家职业生涯教育、关键能力等职业教育理念的影响,以及迫于我国现实的就业压力,人们认为职业教育要以人为本,不仅要满足于学生职业生涯规划发展的需要,还要加强职业素质及关键能力的培养,培养具有发展潜力的综合素质较高的高技能人才。