【正文】 and。 discovering the dysfunctional factors, the negative things who degraded in time some forms and systems of the rural education。中文 3845 字 本科畢業(yè)設(shè)計(jì)（論文） 外 文 翻 譯 原文 ： Rural education in Romania: Present and perspectives Abstract The current study contains the main conclusions of a field research made in 61 Romanian villages whose objective is to capture specific characteristics of the forms and the rural educational institutions. The local educational system under research depends on factors like: experience and degree education of the local educational staff。 the interferences with the city munity (ruralurbane interrelationship). Starting on this conclusions and priority, trustfully thinking the objective data, the research papers present some achievement directions for a better placed rural education. 1. Introduction Knowing the valuable cultural educational traditions who were offering during time vitality to the rural educational world but also those who manage to develop or stop from evolving some of the rural educational institutions, we thought useful and necessary the undergoing of an empiric field research having as purpose the study of specific aspects of rural education following both directions in the historical events (the horizontally and the vertically level), emphasizing on the value and the roles that the forms and the rural educational institutions have. The research made in 61 Romanian villages was oriented by the next objectives: identifying the human and material resources and also the forms and the methods used to put in value the rural educational institutions。 the specific searching methods used by each institution。s another indicator for it39。t have a school and from the 44th rural school 23rd are just primary schools. It es out that the difficult problem of little kids having to walk long distances is affecting the school results, the learning efficiency. Probably that39。s library is the one with the most important percentage of book readers. 1. 4. Finally, another indicator for the functioning level and efficiency of the local educational systems is the one concerning the geographical situation of the areas under investigation as same as the one of the mune structure made from surrounding villages. There are big differences between locations near by urbane area and those far away from it。t work properly, there are not used if it39。 highly motivate the non qualified staff to attend professional courses of Teaching Institutions。s personal: the initial and permanent training for educating adults, the teaching methodology on the educative work with adults。與城市社區(qū)（城鄉(xiāng)關(guān)系）的聯(lián)系。 考慮的我們調(diào)查地區(qū)的特殊性，我們對(duì)一些研究指標(biāo)做了審查，如：教育機(jī)構(gòu) 的物質(zhì)條件（文化家庭，學(xué)校，當(dāng)?shù)貓D書(shū)館），受過(guò)教育個(gè)人的質(zhì)量和數(shù)量，具體教育者的教育方法和教育形式等，通過(guò)比較農(nóng)村教育機(jī)構(gòu)的運(yùn)作現(xiàn)狀和歷史，這次審查發(fā)現(xiàn)了好的和壞的因素。舉例來(lái)說(shuō)，如當(dāng)?shù)匚幕覉@的決策 者已完成組織形式特定教育，如多年的課程教育，你可以在他們組織活動(dòng)的時(shí)候告訴他們的職業(yè)地位和從參與他們項(xiàng)目的農(nóng)村人口中得到的反饋。 不一樣的事情發(fā)生在在像 薩普拉和 喀羅馬這種文化家園只有名字沒(méi)有領(lǐng)導(dǎo)者的地區(qū)，因?yàn)樵谡n程設(shè)置里，是發(fā)現(xiàn)不了任何文化教育活動(dòng)的?？杀氖?，今天在大部分的農(nóng)村地區(qū)，文化家園中有一個(gè)叫“夜間聚會(huì)”的機(jī)構(gòu)，被用作喜歡迪斯科俱樂(lè)部，婚禮，派對(duì)等用途。 個(gè)指標(biāo)。 在其他地方，建筑物受到嚴(yán)重破壞，最后剩下的是時(shí)間和那些建筑物被列入為“予以保護(hù)”的東西，“快樂(lè)”的現(xiàn)實(shí)是，現(xiàn)在這些建筑物用于夜總會(huì)和其他種娛樂(lè)性質(zhì)的活動(dòng)。然后也沒(méi)有投資的問(wèn)題和建筑物的改造。也許這就是為什么在農(nóng)村學(xué)校教學(xué)速度比城市的要慢很多。 。雖然這類文化家園活動(dòng)中，流行音樂(lè)舞蹈團(tuán)體，民間樂(lè)隊(duì)，戲劇隊(duì)等新事物總是在籌備和組織著，但這些文化家園也是一個(gè)充滿現(xiàn)代的和必要的事物的地方，比如：操作計(jì)算機(jī)的課程，現(xiàn)代舞蹈，健美操，課程，外語(yǔ)等。 薩爾瑪 圖書(shū)館不僅舉辦專題討論會(huì)，圓桌會(huì)議，和著名作家討論，詩(shī)歌之夜等，而且也舉辦和國(guó)家當(dāng)?shù)仫L(fēng)俗和國(guó)家大事的慶?；顒?dòng)。前者有很城市化的社區(qū)文化中心，后者的村莊只能參加一些沒(méi)有什么發(fā)展甚至連電也沒(méi)有的公社。同時(shí)，在山上的 村莊和靠近城市的村莊，我們發(fā)現(xiàn)新的現(xiàn)代元素，如現(xiàn)代舞，體操等有氧運(yùn)動(dòng)取代了傳統(tǒng)的活動(dòng)。在我們這次調(diào)研的區(qū)域內(nèi)，來(lái)自三個(gè)公社的 32 個(gè)村莊中只有 9 個(gè)具有文化家園，而且，在9 個(gè)文化家園中，只有三個(gè)有村民居住的村莊會(huì)針對(duì)當(dāng)?shù)厝嗣?，舉辦一些不同層次水平的文化教育意義的活動(dòng)。因此，在我們調(diào)查的區(qū)域中，其中有 2 個(gè)村莊，甚至當(dāng)我們進(jìn)行研究的時(shí)候，也沒(méi)有嘗試組織一些教育性的活動(dòng)。 b，為農(nóng)村學(xué)校教育者提供保護(hù)和專業(yè)培訓(xùn)：在每個(gè)區(qū)域保持合格的教師人數(shù)；高度激勵(lì)那些非合格人員參加教學(xué)機(jī)構(gòu)的專業(yè)課程；把教師引入社區(qū)生活，擴(kuò)大興趣范圍。一些新的可選課程可 以在學(xué)校介紹，如：農(nóng)業(yè)，當(dāng)?shù)亓?xí)俗和傳統(tǒng)，跨文化的教育等。 出處： 在羅馬尼亞農(nóng)村教育：現(xiàn)狀和前景 [J]，托姆雷圖，阿德里安娜雷納 *，莫拉路，愛(ài)得拉，特爾古穆列什， 4300，羅馬尼亞