Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/17786
Title: 英國學制現況及其改革動向
Other Titles: Innovative Trends of the School System in England and Wales
Authors: 陳奎憙
Issue Date: Jun-1986
Publisher: 國立臺灣師範大學研究發展處
Office of Research and Development
Abstract: The purpose of this paper is to study the existing school system of England and Wales and to discuss its innovative trends since the Education Act 1944. On the whole, the provision of education in England is largely based on its cultural and socioeconomic backgrounds; the two distinctive features of the school system are (1) the development through planning and evolution rather than revolution, and (2) a consider-able degree of flexibility. The main trends in primary and secondary education include: (1) the trend towards the establishment of comprehensive schools, which admit children without reference to their abilities; (2) the trend of providing a better transition between primary and secondary school; (3) the trend of stressing the welfare services and special needs in education. The main trends in further and higher education are as follows: (1) the trend of em-phasizing the variety and flexibility in further education; (2) the trend of innovation in academic organization and curriculum development in modern universities and Open Uni-versity; (3) the trend towards a radical reorganization of teacher education. In the last chapter, some implications of these trends to the future developments of the school system in the R.O.C. have been presented. (7) The participation of elementary and secondary school teachers in the circulating teaching class of in-service learning has some effect on normal teaching. (8) The circulating teaching class of in-service learning for teachers of elementary and secondary schools has promoted the quality of the teachers. (9) Elementary and secondary school teachers' educational spirit has been slightly pro-moted after they have taken in-service learning courses. (10) Elementary and secondary school teachers' special knowledge has been considerably promoted after they have taken in-service learning courses. (11) Elementary and secondary school teachers' ability to design and evalute curriculum has been slightly promoted after they have
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/17786
Other Identifiers: E2775E2D-8B58-F3D8-7D7B-2786B01057BB
Appears in Collections:師大學報

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