学习化社会背景下的瑞典教育改革--以学前教育和高等教育为蓝本  

The Swedish Educational Reforms in the Context of Learning Society:in the Perspective of Early Childhood Education and Higher Education

作　　者：刘俊华[1] 李继宏[2] 

机构地区：[1]教育部人文社会科学重点研究基地北京师范大学比较教育研究中心、北京师范大学国际与比较教育研究所,北京100875 [2]聊城大学教育科学学院,山东聊城252059

出　　处：《比较教育研究》2008年第1期41-45,共5页International and Comparative Education

基　　金：教育部哲学社会科学研究重大课题攻关项目“构建学习型社会研究”(项目编号：03JZD0032)

摘　　要：二战后,瑞典为推进学习化社会的建设,政府以终身教育为指导思想大力改革传统教育体制,尤其重视学前教育的基础性和高等教育的引导作用。在学前教育的改革方面,瑞典政府明晰学前教育目标,强调儿童的全面发展,革新学前教育内容和方式。在高等教育的改革方面,瑞典政府扩大高等教育的规模,为终身教育实施提供条件,加强对高等教育的调控,为终身教育提供制度保障。The Swedish government initiated the reforms of traditional educational system under the guidance of lifelong education theories after the Second World War in order to promote the construction of learning society. Especially, concentrating on the early childhood education and higher education to steer the whole educational system reform. The reforms of early childhood education include clarifying its aims, focusing on the all-around development of children and reforming teaching contents and methods. The expansion of higher education system has facilitated the lifelong learning by the prospective students. In addition, the Swedish government has strengthened the governance of higher education contributing to the development of lifelong learning in the aspect of institution.

关 键 词：瑞典 学习化社会 终身教育 教育改革 

分 类 号：G729.532[文化科学—成人教育学]