哈佛代写Assignment:教育变革的日本

2017-05-23 00:46

当讨论当代教育变革的日本，一个环节必须承认国家社团改革议程（罩，2001）。当时的批判在日本集中在三个领域：人口减少，因此下降的入学率，制定课程改革和财政约束。当代日本的教育改革可以放置在一个独特的历史背景下，其特点是长期的稳定，其次是激进的结构改革，凝结时间段。（胡德，2001）改革也可以权衡的事实，学校和机构在历史上一直受制于他们的能力迅速作出反应，由于长期以来，他们一直由一个集权的国家教育系统管理的事实。这，然而，是当代新自由主义改革目前的气候变化，似乎已经渗透到教育权的基层，创造一个过渡系统，滚珠（2003）介绍，越来越依赖“结果”与审计和验证这种结果的新方法的建立。这可能是我在日本一所高中工作期间最具体的例子之一：我被英国英语老师要求协助实施在线“电子学习”英语课程的计算机系统。它的功能像一个考试准备课程，在开始和结束时测试学生的进步。随着测试和学习材料的编写，它被提升为学习者，将“使所有人的生活更轻松”。当我挑战高级教师为究竟是目的和这个新系统的目标（而非情境化测试，英语语言谨慎的项目），回答是：“我们终于有一个客观的方式来衡量自己的成就。我们可以把这种大学或教育部，使他们能够客观地看到，我们通过统计学生提高…我们[教师]真的不考试的学生；他们的成绩是基于我们的[教师]的主观感受。我们需要的结果是更准确的，这就是为什么我们买了这些包装良好的材料由专业人士。我们已经和公司签订了合同，所以我们请求你们的合作。
哈佛代写Assignment:教育变革的日本
When discussing contemporary educational change in Japan, a link must be acknowledged with a national corporatist reform agenda (Hood, 2001). Prevailing critique within Japan centres on the three general areas: a declining population- hence falling enrolments, legislated curriculum reform and fiscal constraint. Contemporary educational reform in Japan could be placed within a unique historical context that is characterised by long periods of stability followed by radical structural reforms over condensed periods of time. (Hood, 2001) The reforms can also be weighed against the fact that schools and institutions have historically been constrained in their ability to react quickly to change due to the fact they have long been administered by a centralised state educational system. This, however, is changing in the current climate of contemporary neoliberal reforms and appears to have permeated right down through to the grass roots of the education, creating a transient system, as Ball (2003) describes, increasingly reliant on 'outcomes' and the establishment of new ways of auditing and verifying such outcomes. Possibly one of the most tangible examples of this was during the course of my work at a Japanese senior high school:I was asked by the Head of English to assist in the implementation of an online 'e-learning' computer system for the English curriculum. It was to function something like an exam preparation course, with a test at the beginning and at the end to measure the students' progress. It was promoted to teaching staff as learning aid that would "make life easier for all" as the tests and study materials were already written. When I challenged senior teacher as to what exactly was the purpose and goal of this new system (which tested non-contextualised, discreet items of English language), the response was: "We finally have an objective way of measuring their achievement. We can show this to universities, or the education ministry, so they can see objectively through statistics that our students are improving… we [teachers] do not really test the students; their grades are based upon our [teachers'] subjective feelings. We need results to be more accurate, and that is why we've bought these well-packaged materials made by professionals. We have already finalised the contract with the company, so we ask for your cooperation.

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