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可以说,在社区中实施这些活动,形成了一个教育机构体系:中学、学院、技术学院、学院、学院和大学。根据Tulsa Tiwari(2009)的研究,在这些教育机构中使用的教育项目是标准化和互连的,这决定了教育的统一。在传统社会中,普通民众无法接受学校教育。基本上,受教育的人只是宗教领袖、牧师等。对大多数公众来说,教育仅限于自发地从社会经验和老一辈的专业技能中学习。然而,工业化的进程刺激了教育机构的需求。因此,逐渐形成的教育形式开始出现,包括专业教育工作者的知识转移,特别是在特殊教育项目上建造的建筑。因此,今天的训练过程被抽象的学科所主导,现代社会的成员不应该只有基本的技能(阅读、写作、计数),同时也有关于周围物理世界、社会、经济活动等方面的知识。而且,在现代社会中,学生的自我教育能力是非常重要的,这就创造了新的、有时非常具体的知识形式。


It can be said that to implement these activities in the community is formed a system of educational institutions: secondary schools, colleges, technical schools, colleges, academies and universities. According to Tulsa Tiwari (2009), educational programs, which are used in these educational institutions are standardized and interconnected, which determines the unification of education. In traditional society, education in schools was not available to general population. Basically, educated were only religious leaders, priests etc. For most members of the public process, education was limited to spontaneous learn from social experience and professional skills of the older generations. However, the process of industrializations has spurred the need for educational institutions. Consequently, gradually education in its current form began to appear, involving the transfer of knowledge by professional educators, in specially constructed buildings on the special education programs. As a result, today the training process is dominated by an abstract disciplines, as members of modern society should not have only basic skills (reading, writing, counting), but also have knowledge about surrounding physical world, about society, its economic activity and so on. Also, in modern society is extremely important the students’ ability to self-education, that creates new and sometimes very specific forms of knowledge.


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