XIX-wieczna szkoła w XXI stuleciu
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Date
2012
Authors
Advisor
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Journal Title
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Publisher
Wydawnictwo Naukowe UAM
Title alternative
Nineteenth-century school in the twenty-first century
Abstract
Pokolenie XXI wieku żyje w epoce informacji i techniki elektronicznej a uczy się w szkole, której organizacja oraz sposób kształcenia i traktowania uczniów wywodzą się z końca XIX wieku. Słabnie oddziaływanie instytucjonalne, zwłaszcza szkoły i kościoła, a rośnie siła wpływów mediów, Internetu i telekomunikacji komórkowej. Są to główne przyczyny problemów dydaktycznych i wychowawczych we współczesnej szkole. Autor dokonał analizy cech ery społeczeństwa informacyjnego. Przedstawił cztery propozycje zmian w systemie pracy oświatowej: 1) zwiększyć środki finansowe na oświatę; 2) zmienić system kształcenia i doskonalenia nauczycieli na bardziej powiązany z praktyką szkolną; 3) wzmocnić pozycję dyrektora szkoły tak, aby miał on istotny wpływ na wzrost efektywności oddziaływań kierowanej placówki; 4) stworzyć w państwie lobby proinnowacyjne, wspierające zmiany w oświacie i tworzyć atmosferę akceptacji dla tych zmian.
The 21st century generation lives in the age of electronic information and technique but learns in school, the organization of which and way of education as well as students’ treatment date back to the 19th century. The influence of the institutions such as church and school is decreasing and the influence of media is increasing, especially of the Internet and mobile phones. These are the main causes of teaching and educational difficulties (problems) in contemporary schools. Furthermore, the analysis of characteristics of information society era was presented. In the following chapter the author presents his own four proposals of changes in the education labor system – an increase of funds on education; change the teacher’s education and development system and replacing it with more practice-oriented one. Strengthening the position of the principal so he could have a significant influence on efficiency increase of activities of a particular school, creating a pro-innovative lobby in the country that would support changes in education as well as creating the atmosphere of acceptance for those changes.
The 21st century generation lives in the age of electronic information and technique but learns in school, the organization of which and way of education as well as students’ treatment date back to the 19th century. The influence of the institutions such as church and school is decreasing and the influence of media is increasing, especially of the Internet and mobile phones. These are the main causes of teaching and educational difficulties (problems) in contemporary schools. Furthermore, the analysis of characteristics of information society era was presented. In the following chapter the author presents his own four proposals of changes in the education labor system – an increase of funds on education; change the teacher’s education and development system and replacing it with more practice-oriented one. Strengthening the position of the principal so he could have a significant influence on efficiency increase of activities of a particular school, creating a pro-innovative lobby in the country that would support changes in education as well as creating the atmosphere of acceptance for those changes.
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Keywords
społeczeństwo informacyjne, information society, kształcenie nauczycieli, teacher education, kadra kierownicza, leadership of education, zmiany mentalnościowe, change in mentality, Neodidagmata
Citation
Neodidagmata nr 33/34, 2012, ss. 121-130
Seria
ISBN
978-83-232-2424-2
ISSN
0077-653X