论文部分内容阅读
1959年自治至今,新加坡对小学教育分流进行了五次改革。这五次改革可分为教育为了生存、教育追求效率和教育因材施教三个阶段,但三个阶段却有着共同的特征:为满足不同经济发展阶段对人力资本的不同需求,不断调整教育事业中的人才观念。根据经济发展对不同类型人力资本的需要,教育系统及时进行自我改革和完善,实现了教育与经济的良性互动,使新加坡经济模式顺利转型的同时,也确保了教育的高质量和高成就。
So far in 1959, Singapore has carried out five reforms in the diversion of primary education. These five reforms can be divided into education in order to survive, the pursuit of education efficiency and education according to their aptitude three stages, but the three phases have the same characteristics: In order to meet different economic development stages of the different needs of human capital, and constantly adjust the education Talent concept. According to the needs of economic development for different types of human capital, the education system promptly carried out self-reform and improvement and realized the positive interaction between education and economy. While ensuring the smooth transition of Singapore’s economic model, the education system also ensured the high quality and high achievement of education.