H. Duch, Tobias Kidde Skov
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引用次数: 0

摘要

自2000年以来,法律要求丹麦职业教育和培训机构包括教育学生参与民主的教育目标。我们通过对一所社会和卫生保健学院的12名新生的采访,从学生的角度考察了这一要求的实施情况。我们的重点是学生在学校的经历和他们对工作生活的期望。通过杜威民主与教育哲学的理论途径,我们发现学生中存在着多样性。一些学生非常积极地表达自己的观点,而另一些学生则选择不愿在公共场合表达自己的观点。在社会科学中,学生们学习代议制民主,但民主作为一种社会实践在其他学科和课堂上是有限的。然而,教师的角色似乎对学生勇敢地说出来很重要。文章的结论是,一些学生可能有被排除在民主之外的风险,我们建议在教学方法上进行更多的研究来解决这个问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Demokrati på erhvervsuddannelser med afsæt i social- og sundhedsuddannelser
Since the year 2000, the Danish vocational education and training institutions have been legally required to include the educational objective of educating the students to participate in democracy. We examine the implementation of the requirement from a student perspective, through interviews with twelve newcomers at a social and health care college. Our focus is the student experience in school and their expectations for their working life.  With the theoretical approach of John Dewey’s philosophy on democracy and education we find a diversity among students. Some students are very active and express their opinions while others choose to be reluctant in public. In social science, the students learn about representative democracy but democracy as a social practice is limited in other subjects and in the classroom. However, the teachers’ role seems important for the students’ courage to speak up. The article concludes that some students might be in risk of exclusion of democracy, and we suggest more research in didactical approaches to address this.
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