羅馬尼亞的農(nóng)村教育：現(xiàn)狀和前景外文翻譯

1、<p><b>　　中文3845字</b></p><p>　　本科畢業(yè)設(shè)計（論文）</p><p>　　外 文 翻 譯</p><p><b>　　原文：</b></p><p>　　Rural education in Romania: Present and perspecti

2、ves</p><p><b>　　Abstract</b></p><p>　　The current study contains the main conclusions of a field research made in 61 Romanian villages whose objective is to capture specific characte

3、ristics 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

4、educational institutions; the specific searching methods used by each institution; the interferences with the city community (rural-urba</p><p>　　directions for a better placed rural education.</p>&l

5、t;p>　　1. Introduction</p><p>　　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

6、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 direction

7、s in the historical events (the horizontally and the vertically level), emphasizing on the value and the ro</p><p>　　Concerning the specific area of our investigation, the reviewing of some indicators such a

8、s: 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 specif

9、ic 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. Th</p><p>　　The fie

10、ld 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 specif

11、ic searching methods used by each institution; the rural-urbane relationship.</p><p>　　1.1. The functioning efficiency of the educational institutions depends on the professional degree of those working in i

12、t, 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 th

13、e activities they organized and the feed-back received from the village population, from their participation to the programs. This case applies only in two vill</p><p>　　Not the same thing happens in other l

14、ocations 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

15、 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 t

16、o be in the past for the rural co</p><p>　　The same as in the cultural homes case, in that concerning the commune's libraries, the professional training of those running this institutions is very importa

17、nt, 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

18、is the highest, out coming from this situation the accent made on school reading but also the weak implication of the ad</p><p>　　1.2.The material condition of the rural educational institutions it's ano

19、ther indicator for it's 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

20、 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 c</p>

21、;<p>　　In other localities the buildings are badly ruined, time degrading what is left and as those buildings who comes from an old époque "are to be preserved" the "happy" reality is that

22、 are used for night clubs and other kind of entertaining.</p><p>　　We should not forget that at the present time these institutions are working in self-financing regime, law nr. 442\1994 republished in 1997:

23、 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 sp

24、eaking - direct subordinated to the local commune council. Sometimes, the situations created by this fact are becoming strange; the cultural home</p><p>　　From the 61 villages under investigation, 17th doesn

25、't 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 effici

26、ency. Probably that's why the school instruction rate it's more reduced in rural areas then in the urbane zone, the same as school dropping frequency is higher in villages. Children having commutation problems pr

27、efer an immediate jo</p><p>　　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 attenda

28、nce 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

29、experiences from the past but are also ready to involve themselves into new values of the contemporary </p><p>　　A positive model who should be followed and generalized for all cultural homes is the one in S

30、armas who's 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

31、specialization of adults.</p><p>　　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 i

32、s 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 commune's library is the one with

33、the most important percentage of book readers.</p><p>　　1. 4. Finally, another indicator for the functioning level and efficiency of the local educational systems is the one concerning the geographical situa

34、tion 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 comm

35、une centers very urbanized and cultural -educative speaking there are villages taking part from the commune with no elements of d</p><p>　　There were establish a sort of differences concerning the functionin

36、g 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 si

37、tuation 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.</p><p>　　It comes out

38、 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 a

39、nd 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.</p><p

40、>　　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 w

41、ay, don't have cultural homes in use. On the field areas where communes have a big number of villages included - in this case it's about 32 villages from 3 commune under investigation - just 9 have cultural homes

42、 and only 3 from 9 – the residence villages - have some sort of cultural -</p><p>　　2. Conclusions</p><p>　　Starting on these conclusions that the field research had revealed us and priority, tr

43、ustfully thinking the objective data, we are going to present the logic proposals deducted from the study results.</p><p>　　Achievement directions for a better placed rural education</p><p>　　2.

44、 1.Rural school - priority directions of intervention</p><p>　　a. Improvement of the working inventory of rural school: reorganization of the rural libraries, fill into new books and other educative material

45、s; fitting out with modern devices the school labs and endowing each school with a computer system.</p><p>　　b. The custody and professional training of the educators for the rural schools: keeping the quali

46、fied 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.</p&g

47、t;<p>　　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 f

48、or education, keeping hygiene, cleaning, construction or rejuvenating works etc.) by the local communities.</p><p>　　d. Connection between school and community, taking care of the area characteristics: the e

49、ducational 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 educ

50、ation etc.</p><p>　　2.2. Cultural home-directions of intervention</p><p>　　I. Professional training and specialization of cultural homes principals</p><p>　　A. Identifying and recru

51、iting the cultural home personal</p><p>　　B. Professional training of cultural home's personal: the initial and permanent training for educating adults, the teaching methodology on the educative work wit

52、h adults; managerial training of the cultural homes principals oriented in many directions: leading management, cultural management, project management etc.</p><p>　　II. Renovation and modern rearrangement o

53、f the cultural home</p><p>　　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

54、should assure them good function and being specific, having high standards for this kind of cultural institutions.</p><p>　　b. Law improvement concerning the cultural institution on self -financing regime<

55、;/p><p>　　Source: Rural education in Romania: Present and perspectives Tomuletiu, Adriana Elenaa *, Moraru, Adelaa, Targu Mures, 4300, Romania</p><p><b>　　譯文：</b></p><p>　　

56、羅馬尼亞的農(nóng)村教育：現(xiàn)狀和前景</p><p><b>　　摘要</b></p><p>　　本文的研究包含了對61個羅馬尼亞村莊的主要研究結(jié)論，其目標是捕捉農(nóng)村教育機構(gòu)的形式和具體特點。研究發(fā)現(xiàn)，當?shù)氐慕逃w系取決于以下因素：當?shù)亟逃藛T的經(jīng)驗和學歷，當?shù)亟逃龣C構(gòu)的后勤;每個學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。在這個結(jié)論的基礎(chǔ)上，通過對客觀數(shù)據(jù)

57、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。</p><p><b>　　1 正文</b></p><p>　　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)村教育機構(gòu)的管理，發(fā)展或停止提供了借鑒，我們認為從歷史事件中（橫向、縱向）研究農(nóng)村教育的具體方面，把重點放在農(nóng)村教育機構(gòu)的角色和農(nóng)村教育形式的價值上，這一研究是有益的和必要的。

58、 在61個羅馬尼亞村莊所作的研究是以以下目標為導向的：確定農(nóng)村教育機構(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)導致農(nóng)村教育體系和形式隨著時間退化的不正常因素和負面的事情；設(shè)立長期因素，其按照對農(nóng)村教育重要性級別排序并將其納入發(fā)展項目中。</p><p>　　考慮的我們調(diào)查地區(qū)的特殊性，我們對一些研究指標做了審查，如：教育機構(gòu)的物質(zhì)條件（文化家庭，學校，當?shù)貓D書館），受過教育個人的質(zhì)量和數(shù)量

59、，具體教育者的教育方法和教育形式等，通過比較農(nóng)村教育機構(gòu)的運作現(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，因為用這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?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)驗與學歷教育；后勤；每個機構(gòu)所用的具體的搜索方法；城鄉(xiāng)關(guān)系。</p><p>　　1.1．我們的研究結(jié)果顯示了教育機構(gòu)的運作效率取決于這

60、些工作者的專業(yè)學位。舉例來說，如當?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的時候告訴他們的職業(yè)地位和從參與他們項目的農(nóng)村人口中得到的反饋。這一情況只適用于兩個村莊（薩爾馬和德達），這兩個地方是不愧被稱為文化機構(gòu)的文化家園。而且，這兩個機構(gòu)的校長是我們的研究區(qū)域內(nèi)唯一除了他們本身的工作外，還有兩個更專業(yè)的職責和他們的文化家園一起運行，如：大眾大學校長，當?shù)貥逢牭念^；圖書管理員，當?shù)夭┪镳^維護者。因

61、此，他們的大部分時間是花費在讓他們運行的機構(gòu)功能良好上，其實這能從他們組織的活動中更好地透露出來。</p><p>　　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)導者的地區(qū)，因為在課程設(shè)置里，是發(fā)現(xiàn)不了任何文化教育活動的。“文化家園曾經(jīng)是文化的家，現(xiàn)在文化搬進了現(xiàn)酒吧，迪斯科俱樂部和電視”一位村里老人說。事實上，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

62、意義。過去已成為回憶，它的文化機構(gòu)的地位依舊活著。可悲的是，今天在大部分的農(nóng)村地區(qū)，文化家園中有一個叫“夜間聚會”的機構(gòu)，被用作喜歡迪斯科俱樂部，婚禮，派對等用途。</p><p>　　和上述家園文化案例一樣，關(guān)于公社的圖書館，對運行這些機構(gòu)的人員提供專業(yè)培訓也是很重要的，這樣有助于從提升人們在讀書館閱讀的比例，特別是14周歲以上成年人的閱讀比例。因為在我們所調(diào)查的地區(qū)里，14歲的讀者比例是最高的。因此，如果提高

63、學生在學校中口音學習正確，也會減弱成年人提高公眾閱讀重要性的意義。</p><p>　　1.2.我們的研究成果顯示了農(nóng)村教育機構(gòu)的物質(zhì)條件是其功能狀態(tài)的另一個指標。這解釋了為什么那些在為各種培訓班管理，根據(jù)清單使用高技術(shù)設(shè)備和經(jīng)費預(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的好機構(gòu)。我們已經(jīng)從魯斯里，薩爾門，拉西和德達文化家園作為例子。我們可以說那些運行這些機構(gòu)的人不僅學

64、到了文化管理，同時特別學到了財務(wù)管理。</p><p>　　在其他地方，建筑物受到嚴重破壞，最后剩下的是時間和那些建筑物被列入為“予以保護”的東西，“快樂”的現(xiàn)實是，現(xiàn)在這些建筑物用于夜總會和其他種娛樂性質(zhì)的活動。</p><p>　　我們不應(yīng)該忘記，目前這些機構(gòu)是以自負盈虧的制度在運行的，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堅持從額外的預(yù)算

65、資金分配和來自當?shù)毓珙A(yù)算”。這樣一來，文化家園便直接服從于當?shù)厣鐓^(qū)委員會。有時候，由這一事實所產(chǎn)生的情況會變得很奇怪，文化家園舉辦的活動在當?shù)厣鐓^(qū)委員會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，我們需要對校長做特殊培訓，培訓內(nèi)容包括用非專業(yè)經(jīng)驗來處理這種情況和用資金預(yù)算管理項目來運行管理機構(gòu)。</p><p>　　在調(diào)查的61個村莊中，17個村莊沒有一

66、所學校，44所農(nóng)村小學里有23所是小學。所以，小孩子必須走很遠的路去上學的難題影響了學習成績和學習效率。也許這就是為什么在農(nóng)村學校教學速度比城市的要慢很多。同理，農(nóng)村學校的輟學頻率也遠遠高于城市學校。 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?；蛘?，有些孩子聽從父母的話，在田里干農(nóng)活并料理家務(wù)。</p><p>　　1.3.當?shù)亟逃到y(tǒng)的效率取決于每個機構(gòu)適用的教育形式。這解

67、釋了為什么有些村文化家園村民參加他們活動的次數(shù)多，熱情高，而其他文化家園的活動村名參與程度低甚至根本沒有。這些具有高效率的機構(gòu)，設(shè)法從過去得來的文化 -教育性的經(jīng)驗納入其課程，同時也準備把他們?nèi)谌氘敶鐣男聝r值觀，文化存在的價值。這一情況可以在薩爾瑪，德達和拉西這種舊風俗和傳統(tǒng)都還由文化家園的活動所保持著的地區(qū)發(fā)現(xiàn)。雖然這類文化家園活動中，流行音樂舞蹈團體，民間樂隊，戲劇隊等新事物總是在籌備和組織著，但這些文化家園也是一個充滿現(xiàn)代的和

68、必要的事物的地方，比如：操作計算機的課程，現(xiàn)代舞蹈，健美操，課程，外語等。</p><p>　　薩爾瑪文化家園同時運行當?shù)毓姶髮W（全國公辦大學協(xié)會的成員之一）的這一積極模式，是值得所有的文化家園遵循和推廣的。大學里有很多滿足文化家園成人教育目前和未來需求的相關(guān)課程。</p><p>　　同樣的，當?shù)貓D書館為大量讀者提供他們多樣性的方法和教育形式似乎顯的很有吸引力。 薩爾瑪圖書館不僅舉辦專

69、題討論會，圓桌會議，和著名作家討論，詩歌之夜等，而且也舉辦和國家當?shù)仫L俗和國家大事的慶祝活動。在我們調(diào)查的區(qū)域中，這個公社的圖書館是讀者比例最多，圖書館對讀者最重要的圖書館之一。</p><p>　　1.4． 最后，另外一個影響當?shù)亟逃到y(tǒng)的效率和運作水平的指標是一個我們所調(diào)研地區(qū)的地理情況的考慮，也就是一個由周圍的村莊組成的公社結(jié)構(gòu)。那些地點靠近城市的村莊和遠離城市的村莊存在很大的差異。前者有很城市化的社區(qū)文化

70、中心，后者的村莊只能參加一些沒有什么發(fā)展甚至連電也沒有的公社。</p><p>　　我們對有關(guān)文化家園的運作水平差異因素進行了排序，包括教育的方法和形式，和村里的人樂于接受的文化活動，這活動發(fā)生的發(fā)生地點機構(gòu)的連接情況和鄉(xiāng)村的地理狀況。我們發(fā)現(xiàn)位于山區(qū)的，孤立的文化家園活動和那些在山上或大場區(qū)的是有顯著差異的。</p><p>　　調(diào)查顯示，在鄉(xiāng)村田園和偏僻鄉(xiāng)村，文化家園組織的活動是以傳統(tǒng)

71、為宗旨的，尤其是在保留地方和名族的風俗和舊傳統(tǒng)，還有羅馬尼亞民俗元素。同時，在山上的村莊和靠近城市的村莊，我們發(fā)現(xiàn)新的現(xiàn)代元素，如現(xiàn)代舞，體操等有氧運動取代了傳統(tǒng)的活動。</p><p>　　在我們調(diào)查的公社體制里，確定了文化家園是占公社里教育性的主導地位。公社包括有村民居住的村莊和剩下的村莊，當然，順便說下，有些村莊并沒有文化家園在使用。在地形偏遠的地區(qū)，往往一個公社包括了很多村莊。在我們這次調(diào)研的區(qū)域內(nèi)，來自

72、三個公社的32個村莊中只有9個具有文化家園，而且，在9個文化家園中，只有三個有村民居住的村莊會針對當?shù)厝嗣?，舉辦一些不同層次水平的文化教育意義的活動。靠近城市的公社一般有4-5個村莊組成，所有的村莊都具有文化家園，并且在運行著。但在我們的案例中，即使18個村莊中有17這種機構(gòu)，但他們沒有合理的工作。如果不是我們所說的居住村莊的話，他們是不使用文化家園的。因此，在我們調(diào)查的區(qū)域中，其中有2個村莊，甚至當我們進行研究的時候，也沒有嘗試組織一

73、些教育性的活動。</p><p><b>　　2．結(jié)論</b></p><p>　　在我們的研究給我們顯示的結(jié)論的基礎(chǔ)上，通過對客觀數(shù)據(jù)分析思考， 我們將展示從研究結(jié)果中扣除的邏輯建議。</p><p>　　農(nóng)村教育更好發(fā)展的方向性成果。</p><p>　　2.1. 農(nóng)村學校 -干預(yù)的優(yōu)先方向</p>

74、<p>　　a，改進農(nóng)村學校工作流程：重新組織農(nóng)村圖書館，購買新書其他教育性資料；用現(xiàn)代設(shè)備裝修學校實驗室并且給每所學校裝一個計算機系統(tǒng)。</p><p>　　b，為農(nóng)村學校教育者提供保護和專業(yè)培訓：在每個區(qū)域保持合格的教師人數(shù)；高度激勵那些非合格人員參加教學機構(gòu)的專業(yè)課程；把教師引入社區(qū)生活，擴大興趣范圍。</p><p>　　c，學校和社區(qū)的整合：地方當局，地方社區(qū)更應(yīng)該為這

75、些機構(gòu)的運行狀況負責任。因為這些機構(gòu)的效率是由基礎(chǔ)設(shè)施（教室，教育空間，保持衛(wèi)生，清潔，建造或振興工程等）決定的，這些也是當?shù)厣鐓^(qū)決定的。</p><p>　　d，學校和社區(qū)之間的聯(lián)系，同時考慮到該地區(qū)的特征：教育課程可以解決有關(guān)地區(qū)的教育意義的需求;一些新的可選課程可以在學校介紹，如：農(nóng)業(yè)，當?shù)亓曀缀蛡鹘y(tǒng)，跨文化的教育等。</p><p>　　文化家園-干預(yù)的方向</p>

76、<p>　?、?，文化家園校長的專業(yè)培訓和專業(yè)化</p><p>　　a.確定和聘請的文化家園校長</p><p>　　b.文化家園個人的專業(yè)訓練：成人教育最初的和持續(xù)的培訓，成人教育教學的工作方法，文化家園校長的多方面管理培訓，如領(lǐng)導管理，文化管理，項目管理等。</p><p>　?、?，文化家園的翻修和現(xiàn)代化裝修</p><p>　

77、　a,為那些需要建設(shè)新的文化家園擬訂投資項目，大修和現(xiàn)代化裝修那些已經(jīng)存在的文化家園，這些現(xiàn)代項目應(yīng)該確保文化家園有良好的運轉(zhuǎn)功能和獨一無二性，同時使文化機構(gòu)具有高標準。</p><p>　　b，完善有關(guān)文化機構(gòu)自我融資制度的法律。</p><p>　　出處：在羅馬尼亞農(nóng)村教育：現(xiàn)狀和前景[J]，托姆雷圖，阿德里安娜雷納*，莫拉路，愛得拉，特爾古穆列什，4300，羅馬尼亞</p>