羅馬尼亞的農(nóng)村教育：現(xiàn)狀和前景外文翻譯

中文 3845 字 本科畢業(yè)設(shè)計(jì)（論文） 外 文 翻 譯 原文 ： Rural education in Romania: Present and perspectives Abstract The current study contains the main conclusions of a field research made in 61 Romanian villages whose objective is to capture specific characteristics of the forms and the rural educational institutions. The local educational system under research depends on factors like: experience and degree education of the local educational staff; the logistic of the local educational institutions; the specific searching methods used by each institution; the interferences with the city community (rural-urbane interrelationship). Starting on this conclusions and priority, trustfully thinking the objective data, the research papers present some achievement directions for a better placed rural education. 1. Introduction Knowing the valuable cultural educational traditions who were offering during time vitality to the rural educational world but also those who manage to develop or stop from evolving some of the rural educational institutions, we thought useful and necessary the undergoing of an empiric field research having as purpose the study of specific aspects of rural education following both directions in the historical events (the horizontally and the vertically level), emphasizing on the value and the roles that the forms and the rural educational institutions have. The research made in 61 Romanian villages was oriented by the next objectives: identifying the human and material resources and also the forms and the methods used to put in value the rural educational institutions; discovering the dysfunctional factors, the negative things who degraded in time some forms and systems of the rural education; setting up the long-term 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 comparing 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 areas. The field research results went us to the conclusion that the efficiency of the local educational system depends on the following factors: experience and degree education of the local educational staff; the logistic; the specific searching methods used by each institution; the rural-urbane relationship. 1.1. The functioning efficiency of the educational institutions depends on the professional degree of those working in it, show us the result of our project. For example, there where the cultural homes directors had completed specific education in organized forms like courses of many years, you can tell about their vocational status by the activities they organized and the feed-back received from the village population, from their participation to the programs. This case applies only in two villages (Sarmas and Deda), places where indeed the cultural home deserve to be called cultural institution. More then that, the principals of this two institutions are the only ones in the researched area who besides their jobs they have two more professional responsibilities tide up with their cultural homes runner capacities, such as: principal of the Popular University and also leader of the local music band; librarian and upholder of the local museum. Therefore most of their time is spend for the good function of the institutions they run, fact which is better revealed by the activities they organize. Not the same thing happens in other locations like Suplac and Coroisanmartin where the cultural homes have only names and not leaders in fact, because in the curriculum is not to be found any cultural-educational activity. The cultural home used to be cultural once. Now the culture moved into bars, disco clubs and television an old village man said. Indeed, the cultural home today had only a symbolic meaning in most of the rural areas instead of what it meant to be in the past for the rural community as permanent education centre. Just the memories of the past, a functional past keeps it alive with its status of cultural institution. Sadly, today in most of the rural locations the cultural home there is an institution used in nocturnal loisir purpose like disco club, weddings, parties. The same as in the cultural homes case, in that concerning the communes libraries, the professional training of those running this institutions is very important, fact picked-up from the higher percentage of readers in library, especially from the percentage of adults readers over 14 years of age since on the area under investigation the percentage of the 14 years old readers is the highest, out coming from this situation the accent made on school reading but also the weak implication of the adults in raising the importance of public reading. 1.2.The material condition of the rural educational institutions its another indicator for its functional status, shows our research results. This explain why some of the cultural homes who have in their administration rooms for different instructive classes and under inventory use high technique devices and their budget count constant high funds (billions of Romanian lei) are looked for their educative potential, becoming fine institutions with a reach educative activity. As example we have cultural homes from Rusii-Munti, Sarmas, Raciu and Deda. We may say that those who are running these institutions have learned not only the cultural management, but especially the financial one. In other localities the buildings are badly ruined, time degrading what is left and as those buildings who comes from an old 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 self-financing regime, law nr. 4421994 republished in 1997: rule nr.9 “Financing the current costs and the cultural homes capital is upheld by extra budget funds and money allocation coming from the local commune budget. This way, the cultural homes become - financial speaking - direct subordinated to the local commune council. Sometimes, the situations created by this fact are becoming strange; the cultural homes held in the local commune board of directions hands have from time to time strange activities like dancing nights. No questions for investments and renovate the buildings then. For changing the sadly reality there is need for specific training of principals, an extraprofessional experience to handle this kind of situations, to manage running the institution budget with financial projects and out coming funds. From the 61 villages under investigation, 17th doesnt have a school and from the 44th rural school 23rd are just primary schools. It comes out that the difficult problem of little kids having to walk long distances is affecting the school results, the learning efficiency. Probably thats why the school instruction rate its more reduced in rural areas then in the urbane zone, the same as school dropping frequency is higher in villages. Children having commutation problems prefer an immediate job, a quick income to attending school or being under parents authority they work on agriculture and have household duties. 1.3.The efficiency of the local educational systems depends on the educational forms that each institution applies. This explain why some of the cultural homes have high attendance to their activities of village people, meanwhile other cultural homes have poor attendance or not at all. These institutions with a high efficiency level, manage to integrate in their curriculum cultural - educative experiences from the past but are also ready to involve themselves into new values of the contemporary society, 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 computers 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 whos involving the Popular University, member of the Popular Universities National Association. This university has a large curriculum which includes many requested activities from the present for a permanent specialization of adults. On the same chapter, seems that the local libraries manage to be attractive by their methods and educational forms diversity for a large number of readers. Sarmas library is organizing symposiums, round table meetings, discussions with known writers, poetry nights but also celebrations of the local and national events. On the area under research, this communes library is the one with the most important percentage of book readers. 1. 4. Finally, another indicator for the functioning level and efficiency of the local educational systems is the one concerning the geographical situation of the areas under investigation as same as the one of the commune structure made from surrounding villages. There are big differences between locations near by urbane area and those far away from it; there are commune centers very urbanized and cultural -educative speaking there are villages taking part from the commune with no elements of development what so ever even, with no electricity at all. There were establish a sort of differences concerning the functioning level of the cultural home, concerning the forms, the educational methods and the receptiveness of the village people to the cultural activities taking place in these institutions in connection with the geographical situation of the villages included. There are differences between the cultural homes activities of those situated on mountain areas, isolated, and those up on hills or large fields areas. It comes out that in the rural countryside, in isolated villages, the organized activities held on cultural home have a traditional purpose, being oriented especially on keeping alive the local and national customs, old traditions and Romanian folk elements. In a change, on the hills countryside and on the villages close to city we find new modern elements like modern dances, aerobics gymnastic etc., replacing the traditional ones. Regarding the communes structure under investigation, is ascertain an educative dominant note of the cultural home from residence village over the rest of the villages included in the commune, villages who by the way, dont have cultural homes in use. On the field areas where communes have a big number of villages included - in this case its about 32 villages from 3 commune under investigation - just 9 have cultural homes and only 3 from 9 the residence villages - have some sort of cultural - educative purpose over local population, on different levels of activity. Uphill communes have structures generally made of 4-5 villages, all of them having cultural homes in functional state but in our case even that from 18 villages,17 have this institutions, they dont work properly, there are not used if its not a residence village we speaking of, thus from those we investigate, 2 of them didnt 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. 1.Rural 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; fitting out with modern devices the school labs and endowing each school with a computer system. b. The custody and professional training of the educators for the rural schools: keeping the qualified personal in the area; highly motivate the non -qualified staff to attend professional courses of Teaching Institutions; involving the teachers in community life for extending the interest area beside school. c. The school integration in the community. The local authorities, the local community should be more responsible of school state because these institutions are depending as infrastructure (rooms, spaces for education, keeping hygiene, cleaning, construction or rejuvenating works etc.) by the local communities. d. Connection between school and community, taking care of the area characteristics: the educational curriculum can be settle concerning the area s educative needs; some new optional classes can be introduced in schools, optional classes like: Agriculture, Local customs and traditions, Intercultural education etc. 2.2. Cultural home-directions of intervention I. Professional training and specialization of cultural homes principals A. Identifying and recruiting the cultural home personal B. Professional training of cultural homes personal: the initial and permanent training for educating adults, the teaching methodology on the educative work with adults; managerial training of the cultural homes principals oriented in many directions: leading management, cultural management, project management etc. II. Renovation and modern rearrangement of the cultural home a. Elaboration of investment projects for cultural homes having as purpose building new ones, major overhauls and modernize those already existing, following modern projects who should assure them good function and being specific, having high standards for this kind of cultural institutions. b. Law improvement concerning the cultural institution on self -financing regime Source: Rural education in Romania: Present and perspectives Tomuletiu, Adriana Elenaa *, Moraru, Adelaa, Targu Mures, 4300, Romania 譯文 ： 羅馬尼亞的農(nóng)村教育：現(xiàn)狀和前景 摘要 本文的研究包含了對(duì) 61 個(gè)羅馬尼亞村莊的主要研究結(jié)論，其目標(biāo)是捕捉農(nóng)村教育機(jī)構(gòu)的形式和具體特點(diǎn)。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 ;每個(gè)學(xué)校所使用的具體的搜索方法 ;與城市社區(qū)（城鄉(xiāng)關(guān)系）的聯(lián)系。在這個(gè)結(jié)論的基礎(chǔ)上，通過對(duì)客觀數(shù)據(jù)分析思考，本研究論文為農(nóng)村教育的更好發(fā)展提供了一些更好的方向。 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。 在 61 個(gè)羅馬尼亞村莊所作的研究是以以下目標(biāo)為導(dǎo)向的：確定農(nóng)村教育機(jī)構(gòu)良性發(fā)展所需的人和物質(zhì)資源，還有所用的形式和方法；發(fā)現(xiàn)導(dǎo)致農(nóng)村教育體系和形式隨著時(shí)間退化的不正常因素和負(fù)面的事情；設(shè)立長(zhǎng)期因素，其按照對(duì)農(nóng)村教育重要性級(jí)別排序并將其納入發(fā)展項(xiàng)目中。 考慮的我們調(diào)查地區(qū)的特殊性，我們對(duì)一些研究指標(biāo)做了審查，如：教育機(jī)構(gòu) 的物質(zhì)條件（文化家庭，學(xué)校，當(dāng)?shù)貓D書館），受過教育個(gè)人的質(zhì)量和數(shù)量，具體教育者的教育方法和教育形式等，通過比較農(nóng)村教育機(jī)構(gòu)的運(yùn)作現(xiàn)狀和歷史，這次審查發(fā)現(xiàn)了好的和壞的因素。了解這些因素是非常重要的，因?yàn)橛眠@種方式我們需要的因素，可以在農(nóng)村地區(qū)發(fā)展教育的嘗試中發(fā)現(xiàn)。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。 1.1 我們的研究結(jié)果顯示了教育機(jī)構(gòu)的運(yùn)作效率取決于這些工作者的專業(yè)學(xué)位。舉例來說，如當(dāng)?shù)匚幕覉@的決策 者已完成組織形式特定教育，如多年的課程教育，你可以在他們組織活動(dòng)的時(shí)候告訴他們的職業(yè)地位和從參與他們項(xiàng)目的農(nóng)村人口中得到的反饋。這 一情況只適用于兩個(gè)村莊（ 薩爾馬 和德達(dá)），這兩個(gè)地方是不愧被稱為文化機(jī)構(gòu)的文化家園。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)貥逢?duì)的頭；圖書管理員，當(dāng)?shù)夭┪镳^維護(hù)者。因此，他們的大部分時(shí)間是花費(fèi)在讓他們運(yùn)行的機(jī)構(gòu)功能良好上，其實(shí)這能從他們組織的活動(dòng)中更好地透露出來。 不一樣的事情發(fā)生在在像 薩普拉和 喀羅馬這種文化家園只有名字沒有領(lǐng)導(dǎo)者的地區(qū)，因?yàn)樵谡n程設(shè)置里，是發(fā)現(xiàn)不了任何文化教育活動(dòng)的?！拔幕覉@曾經(jīng)是文化的家，現(xiàn)在文化搬進(jìn)了現(xiàn)酒吧，迪斯科俱樂部和電視”一位村里老人說。事實(shí)上，在過去意味著農(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。過去已成為回憶，它的文化機(jī)構(gòu)的地位依舊活著?？杀氖牵裉煸诖蟛糠值霓r(nóng)村地區(qū)，文化家園中有一個(gè)叫“夜間聚會(huì)”的機(jī)構(gòu)，被用作喜歡迪斯科俱樂部，婚禮，派對(duì)等用途。 和上述家園文化案例一樣，關(guān)于公社的圖書館，對(duì)運(yùn)行這些機(jī)構(gòu)的人員提供專業(yè)培 訓(xùn)也是很重要的，這樣有助于從提升人們?cè)谧x書館閱讀的比例，特別是14 周歲以上成年人的閱讀比例。因?yàn)樵谖覀兯{(diào)查的地區(qū)里， 14 歲的讀者比例是最高的。因此，如果提高學(xué)生在學(xué)校中口音學(xué)習(xí)正確，也會(huì)減弱成年人提高公眾閱讀重要性的意義。 1.2.我們的研究成果顯示了農(nóng)村教育機(jī)構(gòu)的物質(zhì)條件是其功能狀態(tài)的另一個(gè)指標(biāo)。這解釋了為什么那些在為各種培訓(xùn)班管理，根據(jù)清單使用高技術(shù)設(shè)備和經(jīng)費(fèi)預(yù)算數(shù)恒定的高基金（數(shù)億羅馬尼亞雷）的文化家園在尋找潛在的教育意義，成為具有教育性活動(dòng)的好機(jī)構(gòu)。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。我們可以說那些運(yùn)行這些機(jī)構(gòu)的人不僅學(xué)到了文化管理，同時(shí)特別學(xué)到了財(cái)務(wù)管理。 在其他地方，建筑物受到嚴(yán)重破壞，最后剩下的是時(shí)間和那些建筑物被列入為“予以保護(hù)”的東西，“快樂”的現(xiàn)實(shí)是，現(xiàn)在這些建筑物用于夜總會(huì)和其他種娛樂性質(zhì)的活動(dòng)。 我們不應(yīng)該忘記，目前這些機(jī)構(gòu)是以自負(fù)盈虧的制度在運(yùn)行的， 1994 年頒布， 1997 年再版的法律規(guī)定：法治第九條，“文化家園的融資成本和資金花費(fèi)堅(jiān)持從額外的預(yù)算資金分配和來自當(dāng)?shù)毓珙A(yù)算”。這樣一來，文化家園便直接服從于當(dāng)?shù)厣鐓^(qū)委員會(huì)。有時(shí)候，由這一事實(shí)所產(chǎn)生的情況會(huì)變得很奇怪 ，文化家園舉辦的活動(dòng)在當(dāng)?shù)厣鐓^(qū)委員會(huì)的方向指引下變得越來越奇怪，比如夜間跳舞。然后也沒有投資的問題和建筑物的改造。為了改變這一可悲的現(xiàn)實(shí)，我們需要對(duì)校長(zhǎng)做特殊培訓(xùn)，培訓(xùn)內(nèi)容包括用非專業(yè)經(jīng)驗(yàn)來處理這種情況和用資金預(yù)算管理項(xiàng)目來運(yùn)行管理機(jī)構(gòu)。 在調(diào)查的 61 個(gè)村莊中， 17 個(gè)村莊沒有一所學(xué)校， 44 所農(nóng)村小學(xué)里有 23 所是小學(xué)。所以，小孩子必須走很遠(yuǎn)的路去上學(xué)的難題影響了學(xué)習(xí)成績(jī)和學(xué)習(xí)效率。也許這就是為什么在農(nóng)村學(xué)校教學(xué)速度比城市的要慢很多。同理，農(nóng)村學(xué)校的輟學(xué)頻率也遠(yuǎn)遠(yuǎn)高于城市學(xué)校。 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)?；蛘撸行┖⒆勇爮母改傅脑?，在田里干農(nóng)活并料理家務(wù)。 1.3.當(dāng)?shù)亟逃到y(tǒng)的效率取決于每個(gè)機(jī)構(gòu)適用的教育形式。這解釋了為什么有些村文化家園村民參加他們活動(dòng)的次數(shù)多，熱情高，而其他文化家園的活動(dòng)村名參與程 度低甚至根本沒有。這些具有高效率的機(jī)構(gòu)，設(shè)法從