罗马尼亚的农村教育：现状和前景【外文翻译】 .doc

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1、本科毕业设计（论文）外 文 翻 译原文：Rural education in Romania: Present and perspectivesAbstractThe 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 educa

2、tional 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

3、). Starting on this conclusions and priority, trustfully thinking the objective data, the research papers present some achievementdirections for a better placed rural education.1. IntroductionKnowing the valuable cultural educational traditions who were offering during time vitality to the rural edu

4、cational 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 histor

5、ical 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 a

6、nd 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 impor

7、tance 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 m

8、eaning, 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 beca

9、use 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 e

10、ducational 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 wher

11、e 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 appli

12、es 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

13、 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 t

14、he 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 t

15、he 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 fu

16、nctional 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 libr

17、aries, 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 reade

18、rs 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 rese

19、arch 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 f

20、ine 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

21、 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, l

22、aw 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 cou

23、ncil. 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 realit

24、y 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 sc

25、hool 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 schoo

26、l 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 educatio

27、nal 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

28、 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, ma

29、intained 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, aero

30、bics, 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 req

31、uested 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, discu

32、ssions 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 educ

33、ational 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 urb

34、anized 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 educationa

35、l 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 t

36、hose 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

37、 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 reside

38、nce 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 a

39、nd 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 vil

40、lages,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. ConclusionsStarting on these con

41、clusions 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 education2. 1.Rural school - priority directions of interventiona. Impro

42、vement 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

43、 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 a

44、uthorities, 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,

45、 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-direction

46、s of interventionI. Professional training and specialization of cultural homes principalsA. Identifying and recruiting the cultural home personalB. Professional training of cultural homes personal: the initial and permanent training for educating adults, the teaching methodology on the educative wor

47、k 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 homea. Elaboration of investment projects for cultural homes having as purpose buil

48、ding 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 regimeSource:

49、 Rural education in Romania: Present and perspectives Tomuletiu, Adriana Elenaa *, Moraru, Adelaa, Targu Mures, 4300, Romania 译文：罗马尼亚的农村教育：现状和前景摘要本文的研究包含了对61个罗马尼亚村庄的主要研究结论，其目标是捕捉农村教育机构的形式和具体特点。研究发现，当地的教育体系取决于以下因素：当地教育人员的经验和学历，当地教育机构的后勤;每个学校所使用的具体的搜索方法;与城市社区（城乡关系）的联系。在这个结论的基础上，通过对客观数据分析思考，本研究论文为农村教育的更好发展提供了一些更好的方向。1 正文了解了宝贵的文化教育传统不仅给农村教育注入了活力，而且还给一些农村教育机构的管理，发展或停止提供了借鉴，我们认为从历史事件中（横向、纵向）研究农村教育的具体方面，把重点放在农村教育机构的角色和农村教育形式的价值上，这一研究是有益的和必要的。