羅馬尼亞的農(nóng)村教育：現(xiàn)狀和前景外文翻譯-文庫(kù)吧在線文庫(kù)
【正文】 iety, straight line of the cultural values existence. This situation is to be found in Sarmas, Deda and Raciu, locations where old customs and tradition are still alive, maintained in value by the cultural homes activities where new things like popular music dancing groups, folk music band, theatre teams etc. are always in preparation and organization, but where there is place also for modern and necessary things like: operating puters courses, modern dancing, aerobics, foreign languages courses and so on. A positive model who should be followed and generalized for all cultural homes is the one in Sarmas who39。t even try to organize some sort of educational movement while we were conducting the research. 2. Conclusions Starting on these conclusions that the field research had revealed us and priority, trustfully thinking the objective data, we are going to present the logic proposals deducted from the study results. Achievement directions for a better placed rural education 2. school priority directions of intervention a. Improvement of the working inventory of rural school: reorganization of the rural libraries, fill into new books and other educative materials。研究發(fā)現(xiàn)，當(dāng)?shù)氐慕逃w系取決于以下因素：當(dāng)?shù)亟逃藛T的經(jīng)驗(yàn)和學(xué)歷，當(dāng)?shù)亟逃龣C(jī)構(gòu)的后勤 。這次研究成果得到我們的結(jié)論是，當(dāng)?shù)亟逃到y(tǒng)的效率取決于下列因素：地方教育工作人員的經(jīng)驗(yàn)與學(xué)歷教育；后勤；每個(gè)機(jī)構(gòu)所用的具體的搜索方法；城鄉(xiāng)關(guān)系。事實(shí)上，在過(guò)去意味著農(nóng)村社區(qū)終身教育中心的文化家園，在今天的大多數(shù)農(nóng)村地區(qū)，只具有象征性的意義。我們已經(jīng)從魯斯里，薩爾門，拉西和德達(dá)文化家園作為 例子。 在調(diào)查的 61 個(gè)村莊中， 17 個(gè)村莊沒(méi)有一所學(xué)校， 44 所農(nóng)村小學(xué)里有 23 所是小學(xué)。這些具有高效率的機(jī)構(gòu)，設(shè)法從過(guò)去得來(lái)的文化 教育性的經(jīng)驗(yàn)納入其課程，同時(shí)也準(zhǔn)備把他們?nèi)谌氘?dāng)代社會(huì)的新價(jià)值觀，文化存在的價(jià)值。 ． 最后，另外一個(gè)影響當(dāng)?shù)亟逃到y(tǒng)的效率和運(yùn)作水平的指標(biāo)是一個(gè)我們所調(diào)研地區(qū)的地理情況的考慮，也就是一個(gè)由周圍的村莊組成的公社結(jié)構(gòu)。公社包括有村民居住的村莊和剩下的村莊，當(dāng)然，順便說(shuō)下，有些村莊并沒(méi)有文化家園在使用。 農(nóng)村教育更好發(fā)展的方向性成果。 Ⅱ，文化家園的翻修和現(xiàn)代化裝修 a,為那些需要建設(shè)新的文化家園擬訂投資項(xiàng)目，大修和現(xiàn)代化裝修那些已經(jīng)存在的文化家園，這些現(xiàn)代項(xiàng)目應(yīng)該確保文化家園有良好的運(yùn)轉(zhuǎn)功能和獨(dú)一無(wú)二性，同時(shí)使文化機(jī)構(gòu)具有高標(biāo)準(zhǔn)。因?yàn)檫@些機(jī)構(gòu)的效率是由基礎(chǔ)設(shè)施（教室，教育空間，保持衛(wèi)生，清潔，建造或振興工程等）決定的，這些也是當(dāng)?shù)厣鐓^(qū)決定的。但在我們的案例中，即使 18 個(gè)村莊中有17 這種機(jī)構(gòu)，但他們沒(méi)有合理的工作。我們發(fā)現(xiàn)位于山區(qū)的，孤立的文化家園活動(dòng)和那些在山上或大場(chǎng)區(qū)的是有顯著差異的。大學(xué)里有很多滿足文化家園成人教育目前和未來(lái)需求的相關(guān)課程。 農(nóng)村的小孩子更喜歡一份立即可以干活的工作，一份快速的收入可以讓他們有錢繼續(xù)上學(xué)。這樣一來(lái)，文化家園便直接服從于當(dāng)?shù)厣鐓^(qū)委員會(huì)。因?yàn)樵谖覀兯{(diào)查的地區(qū)里， 14 歲的讀者比例是最高的。而且，這兩個(gè)機(jī)構(gòu)的校長(zhǎng)是我們的研究區(qū)域內(nèi)唯一除了他們本身的工作外，還有兩個(gè)更專業(yè)的職責(zé)和他們的文化家園一起運(yùn)行，如：大眾大學(xué)校長(zhǎng)，當(dāng)?shù)貥?lè)隊(duì)的頭；圖書(shū)管理員，當(dāng)?shù)夭┪镳^維護(hù)者。 1 正文 了解了寶貴的文化教育傳統(tǒng)不僅給農(nóng)村教育注入了活力 ，而且還給一些農(nóng)村教育機(jī)構(gòu)的管理，發(fā)展或停止提供了借鑒，我們認(rèn)為從歷史事件中（橫向、縱向）研究農(nóng)村教育的具體方面，把重點(diǎn)放在農(nóng)村教育機(jī)構(gòu)的角色和農(nóng)村教育形式的價(jià)值上，這一研究是有益的和必要的。s educative needs。t have cultural homes in use. On the field areas where munes have a big number of villages included in this case it39。poque are to be preserved the happy reality is that are used for night clubs and other kind of entertaining. We should not forget that at the present time these institutions are working in selffinancing regime, law nr. 442\1994 republished in 1997: rule – “Financing the current costs and the cultural homes capital is upheld by extra budget funds and money allocation ing from the local mune budget. This way, the cultural homes bee financial speaking direct subordinated to the local mune council. Sometimes, the situations created by this fact are being strange。 setting up the longterm factors to place and replace the rural education to the level of their importance and integrate it into development projects. Concerning the specific area of our investigation, the reviewing of some indicators such as: the material condition of the educational institutions (cultural home, school, local library), the volume and the quality of the personal having educational meaning, the forms and the educational methods of the specific rural educators on the local population etc., this review revealed by paring a sort of good and bad factors who are imprinting the functioning of the rural educational institutions. The knowledge of these factors is very important because this way the expectations factors can be discovered in attempt of developing the education in the rural
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