罗马尼亚的农村教育：现状和前景【外文翻译】

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

50、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。在61个罗马尼亚村庄所作的研究是以以下目标为导向的：确定农村教育机构良性发展所需的人和物质资源，还有所用的形式和方法；发现导致农村教育体系和形式随着时间退化的不正常因素和负面的事情；设立长期因素，其按照对农村教育重要性级别排序并将其纳入发展项目中。考虑的我们调查地区的特殊性，我们对一些研究指标做了审查，如：教育机构的物质

51、条件（文化家庭，学校，当地图书馆），受过教育个人的质量和数量，具体教育者的教育方法和教育形式等，通过比较农村教育机构的运作现状和历史，这次审查发现了好的和坏的因素。了解这些因素是非常重要的，因为用这种方式我们需要的因素，可以在农村地区发展教育的尝试中发现。这次研究成果得到我们的结论是，当地教育系统的效率取决于下列因素：地方教育工作人员的经验与学历教育；后勤；每个机构所用的具体的搜索方法；城乡关系。1.1我们的研究结果显示了教育机构的运作效率取决于这些工作者的专业学位。举例来说，如当地文化家园的决策者已完成组织形式特定教育，如多年的课程教育，你可以在他们组织活动的时候告诉他们的职业地位和从参与他

52、们项目的农村人口中得到的反馈。这一情况只适用于两个村庄（萨尔马和德达），这两个地方是不愧被称为文化机构的文化家园。而且，这两个机构的校长是我们的研究区域内唯一除了他们本身的工作外，还有两个更专业的职责和他们的文化家园一起运行，如：大众大学校长，当地乐队的头；图书管理员，当地博物馆维护者。因此，他们的大部分时间是花费在让他们运行的机构功能良好上，其实这能从他们组织的活动中更好地透露出来。不一样的事情发生在在像萨普拉和喀罗马这种文化家园只有名字没有领导者的地区，因为在课程设置里，是发现不了任何文化教育活动的。“文化家园曾经是文化的家，现在文化搬进了现酒吧，迪斯科俱乐部和电视”一位村里老人说。事实上

53、，在过去意味着农村社区终身教育中心的文化家园，在今天的大多数农村地区，只具有象征性的意义。过去已成为回忆，它的文化机构的地位依旧活着。可悲的是，今天在大部分的农村地区，文化家园中有一个叫“夜间聚会”的机构，被用作喜欢迪斯科俱乐部，婚礼，派对等用途。和上述家园文化案例一样，关于公社的图书馆，对运行这些机构的人员提供专业培训也是很重要的，这样有助于从提升人们在读书馆阅读的比例，特别是14周岁以上成年人的阅读比例。因为在我们所调查的地区里，14岁的读者比例是最高的。因此，如果提高学生在学校中口音学习正确，也会减弱成年人提高公众阅读重要性的意义。1.2.我们的研究成果显示了农村教育机构的物质条件是其功

54、能状态的另一个指标。这解释了为什么那些在为各种培训班管理，根据清单使用高技术设备和经费预算数恒定的高基金（数亿罗马尼亚雷）的文化家园在寻找潜在的教育意义，成为具有教育性活动的好机构。我们已经从鲁斯里，萨尔门，拉西和德达文化家园作为例子。我们可以说那些运行这些机构的人不仅学到了文化管理，同时特别学到了财务管理。在其他地方，建筑物受到严重破坏，最后剩下的是时间和那些建筑物被列入为“予以保护”的东西，“快乐”的现实是，现在这些建筑物用于夜总会和其他种娱乐性质的活动。我们不应该忘记，目前这些机构是以自负盈亏的制度在运行的，1994年颁布，1997年再版的法律规定：法治第九条，“文化家园的融资成本和资金

55、花费坚持从额外的预算资金分配和来自当地公社预算”。这样一来，文化家园便直接服从于当地社区委员会。有时候，由这一事实所产生的情况会变得很奇怪，文化家园举办的活动在当地社区委员会的方向指引下变得越来越奇怪，比如夜间跳舞。然后也没有投资的问题和建筑物的改造。为了改变这一可悲的现实，我们需要对校长做特殊培训，培训内容包括用非专业经验来处理这种情况和用资金预算管理项目来运行管理机构。在调查的61个村庄中，17个村庄没有一所学校，44所农村小学里有23所是小学。所以，小孩子必须走很远的路去上学的难题影响了学习成绩和学习效率。也许这就是为什么在农村学校教学速度比城市的要慢很多。同理，农村学校的辍学频率也远远高于城市学校。 农村的小孩子更喜欢一份立即可以干活的工作，一份快速的收入可以让他们有钱继续上学。或者，有些孩子听从父母的话，在田里干农活并料理家务。1.3.当地教育系统的效率取决于每个机构适用的教育形式。这解释了为什么有些村文化家园村民参加他们活动的次数多，热情高，而其他文化家