欧洲古典大学的主要模式及其对国家高等教育发展的影响:历史背景

A. Yakunina
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引用次数: 0

摘要

乌克兰高等教育欧洲一体化的新载体在现代条件下出现并迅速发展,从根本上使科学家的兴趣回到了欧洲教育一体化的历史上。首先,它不仅试图找出欧洲古典大学模式对本国大学的影响,而且试图找出现代大学运作实践之间存在差异的历史根源。欧洲著名的古典大学模式形成于十九至二十世纪之交,吸收了欧洲各国政治制度和社会经济状况的特点。洪堡的(德国),响应国家和社会的需要,更注重科学的发展和实践培训,而拿破仑的(法国)-专家的教育,教育计划的自由选择。纽曼(英语)模式注重为学生个性的形成和全面发展创造条件。 当然,随着时间的推移,这些模型已经发生了变化,但保留了它们的历史取向和重点。 现代国立大学模式有着根本不同的形成历史,因为它是在不同的情景下诞生的,其发展基础与西欧学校不同。 乌克兰模型的发展要晚得多,能够吸收其前辈的精华,特别是洪堡模型。随着时间的推移,形成了一种混合,但国家大学生活组织的模式和方法受到国家历史发展特点的影响。今天,一切都体现在大学功能的实践,教学方法的方法,教师和学生的行为模式,他们之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Key models of classical European university and their impact on the development of National higher education: historical background
The new vectors of European integration of Ukrainian higher education, which have emerged in modern conditions and are rapidly developing, have fundamentally returned the interest of scientists to the history of European integration in education. First of all, it is about attempts to find out not only the influence of classical models of European universities on the national one, but also to find out the historical origins of the differences that exist between modern practices of university functioning. The well-known classical models of European universities were formed at the turn of the XIX – XX centuries and absorbed the peculiarities of political systems and socio-economic situation of European countries. Humboldt’s (German), responding to the needs of the state and society, was more focused on the development of science and practical training, while Napoleon’s (French) – on the specialists’ education, free choice of educational programs. Newman’s (English) model was focused on creating conditions for the formation of the student's personality, his/her comprehensive development. Of course, over time the models have been transformed, but retained their historical orientation and emphasis. The modern model of the national university has a fundamentally different history of formation, because it was born under a different scenario, and the basis for development was different from Western European schools. The Ukrainian model was developed much later and was able to absorb the best from its predecessors, especially from the Humboldt model. Over time, a kind of mix was formed, but the national model and approaches to the organization of university life were influenced by the peculiarities of the historical development of the country. Today everything is reflected in the practice of university functioning, approaches to teaching methods, teachers and students’ behavioral models, relations between them.
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