Investigation report of the Ministry of Education to Germany

Investigation report of the Ministry of Education to Germany

22 people from the Ministry of Education went to Germany to study and study in Germany from November 28 to December 17, 2001. The report on the study and investigation is as follows:
I. Basic Information We visited Germany, Frankfurt, Asia and Shenzhen, Trier, Baden and Stuttgart to examine some universities, middle schools, audio-visual administrations and enterprises. The following highlights the few units we visited:
1. Aachen European Union School. The city of Aachen, where the school is located, is located in the westernmost part of Germany, adjacent to the Netherlands and Belgium. The so-called "Golden Triangle" area is generally called the European region. This is the reason for the name of the school. The European Union School is a non-public school and a very special school in Germany.
For students who enter vocational education at an early stage and later change their choices and need to complete high school training assignments, the European Union School is the right choice. This school is such a school for re-education. For students who have completed 10 years of secondary education, students who enter the dual-track vocational education will attend school in 4 days and work in the factory for 1 day. They can pass the internship at the joint school and then qualify for university study. There are also non-professional young people who have entered the university from the European Union School, usually a tenth grade student, because the graduation certificate of the European Union School is equivalent to the high school diploma.
Students generally enroll in an introductory course, take classes in class, study prescribed courses, study in German and English, French, Spanish, Dutch, as well as art classes, sociology, history, geography, philosophy, and national economics. Learn mathematics, informatics, and physics in the field of mathematics and natural sciences.
The exam passes through the second stage and is divided into two years and four semesters, which can be studied by interested majors. Courses that you don't like can also be learned without learning. This kind of learning is more difficult. Two years later, applying for a high school certificate can be full-time or on-the-job. This type of learning is particularly beneficial for students who have a career and aspirations.
For students who want to come to school, the school also offers preparatory studies. For example, students who have graduated for a long time can study German, English, and mathematics through pre-university classes. If you have already worked, some of them want to get university admission, you can go through the initial stage and go directly to the main stage.
High school graduates must have a foreign language foundation. They pay special attention to foreign language learning. Transfer students generally have to accept foreign language tests and test Spanish or Dutch before they can learn.
In language teaching, they use a large number of methods of electrification education, teaching with software and INTERNET.
Principal Giesbrecht said that using e-learning methods makes teaching flexible. He stressed that each person's wishes and requirements may be different. They spend 10 hours studying face-to-face at school and studying at home at other times, called online high school. There are currently seven such schools in Germany and there will be official online high schools next year.
Ms. SCHUMACHER believes that multimedia teaching has two goals. One is to enable learners to acquire the ability to interact with the Internet, and to learn to identify online content: the second is to make teaching more interesting and interesting. This requires the school to have a campus network. To support online learning, video conferencing, all computers must be configured consistently, and the corporate network is as complex as students, through the WINDOWS or LINUX learning, all computers are equipped with two systems, connected to the central server, there is an Internet, students at home You can learn the teaching content. There are information classes on the Internet. Students can send emails in the classroom, learn network usage, find information, build personal web pages, and more.
Ms. SCHUMACHER believes that software on the market is difficult to apply to teaching and is not suitable for students' self-study. Therefore, when they use Internet resources to teach in class, they are generally divided into several groups. Each group has a learning theme. Students first query the information online and then exchange learning results. The school has a CD library that provides student enquiries.
In every state in Germany, there are main domain servers and corresponding websites. The authors and authors who are no longer protected by intellectual property rights have content, and there are poetry websites that can hear the sound of reading aloud.
2. Kasruhr University Multimedia Center Kasruhr University is located in the center of Kasruer. It has 15,000 students and is an engineering university. The school's information school is in a leading position in Germany. There are more than 2,000 Chinese students studying for the information department at the college, but the department currently accommodates more than 400 students each year. The multi-media center was established in 1996 with a total of 2,500 students. The ongoing research project of the Department of Information is a virtual university in the state of Kasruhr University, with six universities participating in the project. Professor Deussen said that this is a challenging project. Establish a web-based education system to meet the needs of different students and save on training costs. Its specific objectives are:
Establish a Kasruer Multimedia Information Center to connect all libraries and computers;
Support teaching through multimedia;
Support the training of in-service teachers;
Integrating the research results of the virtual university into the teaching content, making the University of Kasruer a teaching port.
The school's current application of multimedia teaching is only a kind of support and assistance, and distance education is under study. The college currently has a multimedia classroom, and the new classrooms are all ready to use wireless Internet access.
3. The TV Teaching Department of the Southwestern Radio Station of Germany.
Southwest Radio was built by the French occupying forces in 1946, from 15 to 1,500 today. Southwest Radio is a public television station in Germany. The TV station invests 2 billion marks a year. The 33-gram fee for each TV set paid by German nationals every month, its advertising revenue only accounts for about 6%.
Southwest Radio Station is one of the ten local TV stations owned by German TV stations. It is merged by SWR and Stuttgart TV station and is located in the second of ten local TV stations. 1600 hours of programming each year, mainly entertainment.
Mr. Hauke, who is in charge of multimedia, introduced the TV broadcasting section of Southwest Radio:
The content of the TV education section of Southwest Radio Station is jointly formulated by the TV station and the local education department. The school is collaboratively produced, all of which are compulsory. The program is produced in the form of movies, DVDs and CDs. The aim is to improve the teaching effect through the use of multimedia.
Together, we focus on the role of computers in teaching. Is the computer a tool that can provide all the information? What role does it play? How to coordinate teaching and learning; software and hardware issues and the location of learning and the possibility of media and environment in teaching and learning. Teaching and learning are very important in multimedia teaching. The role of teachers in multimedia teaching is quite special. In addition to the role of traditional communication knowledge, there are teaching and problem-oriented teaching for the purpose of learning results. The teaching method, the teacher should provide solutions and explanations and exercises. Adopting a problem-oriented teaching model, teachers give students a specific program model, allowing students to find solutions themselves.
In the method of using multimedia teaching, the teacher has expanded its role and the role of the student has changed. Not only do you learn on a regular basis, but you also need to have a strong self-discipline, develop your own plans, and decide when and where to study. Students will get more time to think, understand, and explore. Individuals decide the time, content, and goals of learning, and they cannot do without the cooperative learning method. They also require a team with comprehensive learning.
4. Visiting the Ministry of Education of Baden-Württemberg, the official of the Ministry introduced the situation.
Ba Fuzhou is one of the 16 federal states in Germany with a population of 10 million, 1.5 million Chinese students and 100,000 teachers. The annual budget of Ba Fuzhou is 60 billion marks, of which 10 billion is for education.
The State Department of Education has six departments, which are responsible for teacher training and re-education, school construction, school organization management, compulsory and vocational education, youth affairs and sports, and European affairs and media.
The state's teachers continue to train the college to continue education for teachers in accordance with the requirements of the state. The college and the state education and curriculum setting institute work closely together to enable teachers to keep abreast of the development of education.
The director of the Media Management Committee, Hawke, introduced the use of multimedia in the course. Beginning in 1984, the state’s secondary school required an introduction to informatics, mainly requiring students to understand the principles, technical foundations, and teaching in the school computer room. With the adoption of the Internet, school education has also changed, not only in terms of technology, but also in teaching, including the use of computer technology in educational and teaching courses.
Mr. Hawke believes that the computer itself is not a goal. It is just a tool and a method. It is a tool like a blackboard or a chalk.
The popularity of computer knowledge is the biggest challenge, not financial. It is not a good equipment, mainly teacher training. Teachers, education and computer informatics are two bridgeheads. The latter is mainly a tool. This is a pedagogical problem. If the resource construction adopts the self-developed teachers and is willing to provide results, the state government can directly request funds, and the state government can provide more equipment support. These resources are placed on the state education server, and the state has supported 2,300 such multimedia content. Schools have set up workstations to support teaching. Students are also encouraged to create software learning content, including prints, sounds, films and computer works. Multimedia teaching is not only used in certain courses, but should be applied in all courses. In addition to the dedicated computer room, it is also desirable to set up a learning island in the classroom.
Recently, states and localities have reached an agreement. In 2002, the local government had to allocate 100 million marks for the school classroom, and the state also set up a special plan to have 56 million mark funds. The state used for teacher training and multimedia teaching content construction, and invested 30 million in computer maintenance. mark. The Institute is developing a state education website and hopes to find some good models.
Mr. Hawke emphasized that multimedia teaching is a huge task that takes time. It takes a lot of time for multimedia to become a method of adoption. Finance and teachers need a slow process that takes time. It has to go hand in hand with school development.
Second, useful enlightenment Three national revitalizations in German history are attributed to high-quality education, and Germany is an example of education and rejuvenation. The current German education system was formed on the basis of tradition after the Second World War, through “anti-fascist transformation” and structural adjustment. It includes primary education, secondary education, higher education, vocational and continuing education.
According to the provisions of the Basic Law of the German Constitution, the state is responsible for supervising the development of the entire school education, and also encourages private schools. The state implements nine years of compulsory education in ordinary schools, and Berlin and North Rhine-Westphalia for ten years. Young people under the age of 18 have also stipulated a three-year compulsory education period for part-time vocational schools.
Compared with other Western countries, the German education system has the following seven distinct characteristics:
1. "Multi-center of education management" and "unification in diversity" is the guiding ideology of German education management.
In accordance with the federal state structure, 16 German states enjoy cultural education autonomy and autonomy, and are in charge of various types of school education. Although the Federation has established the Ministry of Education, its responsibilities are limited, and the principles of higher education are implemented by the states through their respective ministries of education. The states independently manage and develop their school education within the scope of the Basic Law, and promulgate special regulations, including: establishment, maintenance and development of schools at all levels; training and further training of teachers; status of students in schools, tuition and teaching materials Fee reductions and education grants. As a result, the school education in the German states has its own characteristics. In order to ensure the unity of education throughout the country, the ministers of culture and education of each state form a joint meeting of ministers of culture and education to jointly negotiate the cooperation between the states and the states and the federal government in the education system and education development; issues involving changes in educational standards and examinations must be submitted to the joint meeting for discussion. The joint meeting has a secretariat in Bonn.
2. The “diversion system” after the national small.
After four years of common elementary education, students are diverted to three different types of secondary schools with different teaching objectives: main middle school, practical middle school, and liberal arts middle school. This kind of vertical three-way secondary education is specifically: the main secondary school graduates mainly accept the "dual system" vocational education and become skilled workers. Graduates of Shike Middle School are eligible to enter various full-time vocational schools and become intermediate technicians and managers. Graduates of liberal arts secondary schools have different forms of secondary schools. Therefore, the conditions for admission, teaching content, teaching plans and curriculum settings are also different.
3. The "dual system" vocational education is quite distinctive.
Germany is one of the most developed countries in the world economy, and one of its basic prerequisites is high-quality vocational education. The input of state and private enterprises and all aspects of society has made the vocational education system famous for its diverse forms, practice-oriented, strong hands-on ability and comprehensive quality. It has sent a large number of talents to the German society and various sectors of the economy. .
At present, about 30% of young people in the age of Germany go to college, and most of the young people who are unable or unwilling to go to college receive different forms of vocational education, which in turn accepts dual-system vocational training, that is, The personnel trained in the dual system are the main source of German skilled workers. For this reason, the dual-system vocational education model has been hailed as the secret weapon of the German economy.
4. Almost all schools in Germany are half-day.
Half-day schools usually start at 8 o'clock in the morning and usually end at 1 o'clock to 2 o'clock. Most of the activities after class are electives other than the syllabus. German secondary school is one of the shortest secondary schools in the world, with only 800 hours a year; France is 1040 hours; Spain is 1300 hours. In recent years, the 13-year academic system has been shortened to 12 years, and full-time classes have begun to be implemented, which has become the hottest topic in the basic education reform in Germany.
5. Germany implements a dual compulsory education system for both ordinary and professional.
Ordinary compulsory education begins at the age of six and usually lasts for nine years. It is followed by vocational compulsory education until the age of 18 years, that is, all young people who are not attending regular high school courses in full secondary school must accept the "dual system" vocational education. Or full-time vocational school education. Vocational compulsory education is a major feature of the German education system.
6. Higher education German higher education has a long history. The oldest university in Heidelberg was founded in 1368. In the 19th century, the German university established in accordance with the "Humboldt Spirit" was regarded as a model for the development of universities in Europe and the United States with its characteristics of teaching and scientific research and academic freedom. After the catastrophe during the fascist period, German higher education was restored and further developed after World War II. By 1998, there were 344 colleges and universities in Quande, including 92 comprehensive universities, 6 teachers' colleges, 16 seminaries, 46 art colleges, 152 technical colleges, 31 administrative colleges, and 1 comprehensive university. Currently there are about 1.8 million students in school. Germany’s highly educated population accounts for about 14% of the employed population. The vast majority of institutions of higher learning are sponsored by the state, but the state also encourages private and non-governmental organizations to run higher education with the necessary guidance and funding. Germany had 75 private colleges and universities in 1998.
There are no national or statewide college entrance examinations in Germany. Graduates of 13-year or 13-year full secondary schools are eligible for general university admission at the same time as they graduate. According to the agreements reached by the states, colleges and universities are obliged to accept all young people who have obtained this qualification to go to college. At present, one-third of the young people of the appropriate age go to college, and about 250,000 new students are born each year.
Generally speaking, students are free to choose the majors they have studied. However, as the number of enrolled students increases year by year, many majors are overcrowded, which leads to the restriction of admission quotas for certain majors. This mainly involves popular majors such as medicine, law and psychology. . The “Learning Location Assignment Center” in Dortmund is responsible for allocating new places in the above-mentioned professions within the scope of the whole German.
Those who fail to attend full secondary school but receive vocational education may also have the opportunity to go to college, provided they have to attend a vocational high school for one year after graduating from the vocational school, and then they will be eligible for admission to the technical college. Nowadays, the Applied Technology College attracts many young people with university qualifications to study because of its short academic system, practical content and convenient employment.
7. Adult education Adult education has received more attention in recent years, because with the advent of the information age, the process of updating knowledge has accelerated, and the knowledge acquired by university graduates at school may be obsolete when leaving school. Therefore, the consensus of all walks of life in Germany is that formal education in schools should not focus on imparting knowledge, but should enable students to master the ability of “lifelong learning” to adapt to the ever-changing requirements of the knowledge society. In view of the importance of adult education, German political circles are currently devising the development of corresponding laws to ensure the development of this cause.
Third, the study of harvest and experience European countries in electrification education started early, the audio-visual market has doubled on average every year. In the 1980s, Germany began to conduct electrification education. The investment in audio-visual equipment was given by the government, and universities and secondary schools were better than the national ones. In information technology, they do three things and two combinations. That is: attach importance to training, attach importance to development, and attach importance to application. The combination of the two is a combination of traditional teaching equipment and modern teaching equipment, training and distance education combined with computer broadband network and satellite education network. The general approach is as follows:
1. Emphasis on continuing education for teachers, with particular emphasis on training teachers in modern educational technology and information technology. They use various methods, such as: state education colleges organize instalments and batches of training; education departments and enterprises, companies, and television stations to strengthen the training of teachers. Currently, they are researching and experimenting with online and distance education for teacher training.
2. Emphasis on the research and development of educational and teaching resources. The Ministry of Culture has set up an institution to research and develop informatization education resources. It has been jointly developed by the administrative department and the education TV station, and has also been commissioned by the company. The university has set up a scientific research project to develop digital multimedia resources. The results of the development are uniformly received by the state education server or the state education college server for use by schools.
3. Emphasis on the application of information technology results. The Hessian Institute of Education allows all teachers to input their research into the server and establish a unified standardized form for resource sharing. The "Tandham" teaching method conducted by the European Union School is more popular in German schools. The University of Kasul is also praised by teachers and students for integrating the results of ongoing research projects with the usual classroom teaching content.
4. Education is a government act. The hardware assembly of German schools is invested by the government and the education administration. The software and resource construction is still the government investment. The resources are managed by the education server in a unified technical standard format. It is free for teachers and students to use, and truly realizes the sharing of educational resources. .
5. While developing information technology, Germany also attaches importance to the application of conventional audio-visual media means such as projectors. Teachers are used by the projectors in the classrooms where they are visited.
In German TV programs, some content suitable for intermediate and primary education is often broadcasted, suggesting that some such programs should be introduced in China. The German TV station is "BAYERN" and the logo is "BRX".
In the investigation of electrification education, we realized that the Germans have strong ideas in several aspects, which left us a deep impression, specifically in four aspects:
First, the concept of time is strong. The Germans are very obedient to the time. They plan to meet and visit at some time, start on time, and prepare adequately before the meeting. The introduction is only the participation of relevant personnel. Second, the concept of the legal system is strong. There are more than 4,000 laws and decrees in Germany. The judicial organization has fine division of labor and professionalism. There are ordinary courts, administrative courts, welfare courts, and financial courts. From officials to the public, they act according to the law. No pedestrians, The car is running red light. Third, the quality concept is strong. Germany attaches great importance to product quality, fine craftsmanship and good packaging. Many products are world famous brands with good economic returns. Fourth, the concept of openness is strong, the countries can freely communicate with each other, the stores choose their own goods, consciously pay, the university has no walls, nude statues and portraits are everywhere. Of course, there are also bad phenomena. For example, young men and women are openly taking drugs on the street, and girls are seriously ill.
IV. Thinking and suggestion Although German audio-visual education started early, it is not the most advanced in the world. At present, the degree of attention of relevant leaders and the hardware equipment of some schools are not as good as those of some schools in China. To learn from the German experience, there are the following suggestions:
1. About the investment problem. The construction of audio-visual equipment and teaching materials requires a lot of investment. Germany is mainly invested by the government. Although China's national conditions are different from those of Germany, the experience of Germany's audio-visual education should be based on national funds, and it should be raised through multiple channels, including the government's preferential policies. .
2. On improving equipment utilization. China has problems with heavy hardware, light and soft bodies. Many school equipments are equipped with many, some grades are still very high, but the utilization rate is not high, and the benefits are not fully utilized. Therefore, it is necessary to further strengthen the management of audio-visual equipment and the training of teachers to improve the utilization rate of equipment.
3. The problem of the combination of traditional teaching equipment and modern teaching equipment. Some departments and schools in China have overemphasized the role of modern teaching equipment. Some also believe that traditional teaching equipment is outdated and can be used. This is a misunderstanding. To take advantage of various media, as long as it is conducive to teaching, a variety of media can play a role in teaching. What kind of media teaching should be used to start from the reality, spend less money and solve problems, more in line with China's national conditions.
Head of the Ministry of Education to the German Electrification Education Group: Deputy Director Wu Gengsheng: Secretary Shen Tianyu: Xia Xiaoyi Consultant: Ma Fei's report on the report: Pan Yunze, Zhang Peng, Li Xingyuan, Li Fenglan, December 25, 2001