德国定向阶段教育的历史形成及其内涵解析  

An Analysis Historical Formation of the Education Orientation Stage in Federal Germany and on Its Connotation

作　　者：赵子剑[1,2] 

机构地区：[1]河北大学教育学院,河北保定071002 [2]河北公安警察职业学院,河北石家庄050091

出　　处：《河北大学学报（哲学社会科学版）》2015年第6期102-108,共7页Journal of Hebei University(Philosophy and Social Science)

摘　　要：定向阶段教育是联邦德国独有的教育现象。二战之后,联邦德国教育全面恢复魏玛时期的传统,学生完成四年的共同基础教育之后被筛选和分流到不同类型的中等学校之中。六十年代教育改革开始,在推迟分轨和学校统一化的呼声中,联邦德国创立了定向阶段教育以改良传统体制。正当其作为教育政策在全联邦推广之时,却突然遭遇改革中断,因而形成步调不一的格局,并持续至今。定向阶段教育与德国早期分轨制紧密相关,虽然社会评价褒贬不一,但是它在一定程度上完成了历史使命,体现了德国传统的因材施教理念,并注入了新时代精神。The orientation stage （Orientierungsstufe）of German education is a peculiar phenomenon. The Federal Republic of Germany recovered the educational tradition of the Weimar Republic after the WW II. The pupils are selected and tracked in different typical secondary educational schools after their com- mon four-year education. With the educational reform in the 1960s, the society called for delaying the selection and normalization of the schools. The orientation stage was founded in order to rationalize the tracking system. With the stagnancy of educational reformation, the popularization broke down and its progresses are different in each federal state. The orientation stage is closely tied with German separate track ed tional id spirit of ucational system. Although people pass different ea of catering for all abilities, has completed its the new era. judgments, mission to the system reflects German tradi a certain extent, and is given the

关 键 词：定向阶段 联邦德国基础教育 教育结构改革 教育筛选分轨制 

分 类 号：G53[文化科学—教育学]