以色列“补充教育”的实质、途径与特色  

Essence,Means and Characteristics of Israel’s Complementary Education

作　　者：唐彬君 TANG Binjun(School of Marxism,Northwestern Polytechnical University,Xi an Shaanxi 710129)

机构地区：[1]西北工业大学马克思主义学院,陕西西安710129

出　　处：《比较教育研究》2021年第8期79-86,共8页International and Comparative Education

基　　金：国家建设高水平大学公派研究生项目(留金选[2019]110号)。

摘　　要：以色列的"补充教育"实质上是本土化的青少年非正式教育。作为一种课外活动教育,它在时间、场所和内容等方面对青少年的学校教育实现延伸与拓展,对青少年的个体发展与国家的文化传承和社会整合具有重要意义。青年运动、社区中心、青年村以及犹太旅行与徒步是"补充教育"的主要组织、机构和途径。以色列"补充教育"具有突出的自身特色:政府发挥主导作用,学校、家庭、社会联动,形成各有所长的教育合力;突出问题意识,制定针对不同青少年群体的教育内容;注重教育公平,推动实施广泛覆盖青少年群体的教育实践;发挥青少年的主体性,注重培养青少年领袖;注重文化滋养,实现价值传递。Israel’s complementary education system is in essence the localized informal education for adolescent.As a form of extracurricular education,it extends the teenagers`s school education in terms of time,place and content.Also,it is valuable for teenagers` individual development and cultural inheritance and social integration of whole country.Youth movements,community centers,youth villages,Jewish trips and hiking are the main agents and means of complementary education.Since its initial purpose to solve practical social problems,complementary education has been equipped with more characteristics:The government plays a leading role and works together with schools,families and the society,which forms a joint educational force and each factor maters;Problems-oriented and there are different educational content for different teenager groups;Pay attention to educational fairness and promote teenagers` equal access to educational practice;Train youth leaders and emphasize their subjectivity;Stress the role of culture and realize the value transmission.

关 键 词：以色列 补充教育 非正式教育 青少年教育 

分 类 号：G639.382[文化科学—教育学]