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一日一生新蟲 (小有名氣)
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[求助]
求大牛翻譯！教育類論文 已有1人參與
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Alluded several times in this article, the haziness of the use of the term, the position of the issue in different social subsystems as well as its placement in diverse areas of science without more interdisciplinary cooperation make a definition of educational controlling a difficult task. Nonetheless, the following is statable: Hitherto, the relevant attempts to define were merely conducted with focus on the functions of managerial controlling in companies and therefore significantly different to approaches of systematic, institutionalised assurance of quality like in the publicly controlled institutions of education. It is remarkable that no discrimination from personnel controlling is carried out. Following e.g. WUNDERER & SAILER (1987, 506f.), educational controlling constitutes a managerial instrument which acquires educational data by the means of measurable indicators and which uses this information for a variance comparison as a basis for a systematic model of planning and optimisation. According to this approach, educational controlling alludes to the coordination of the (single) managerial system of planning and control and regulation; its central function is the acquisition of information. All this leads to the question of the character, quality, and amount of the information. An answer, however, is yet to be found since the majority of models and concepts remains rather hazy. Nonetheless, the following trend in the managerial literature is visible: By means of economic criteria the educational issues are gathered as quantifiable data and analysed on the basis of numeric models. Pedagogic figures of output and transfer such as increase in competence and change of behaviour at the working place, however, are often characterized as not at all or only partially measurable and are therefore collected by using qualitative data such as subjective judgements (cf. e.g. BECKER 1995, also Gnahs & Krekel 2000, cf. also the overview on educational controlling in Austrian companies in KAILER, EDER & MAYRHOFER 2000). The partially missing interdisciplinarity of relevant models of educational controlling becomes obvious. This leads to the fact that options to scale the data acquisition regarding to an increase in competence and knowledge are – as discussed in 1.1.1.1 - not replicated. Overall, the quantification of pedagogic effects of output, transfer and outcome are significantly underestimated. 不要軟件翻譯，不要直譯，要規(guī)范的學術(shù)語言，謝謝！ |
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一日一生: 金幣+30, ★★★很有幫助, 謝謝，非常好，我還有一些其他句子不懂，不知能否幫忙翻譯或校對 2014-09-26 19:39:22
感謝參與，應助指數(shù) +1
一日一生: 金幣+30, ★★★很有幫助, 謝謝，非常好，我還有一些其他句子不懂，不知能否幫忙翻譯或校對 2014-09-26 19:39:22
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在本文中曾多次提到了，這一術(shù)語在使用中的模糊性，其在不同社會子系統(tǒng)中的定位，以及在缺少跨學科合作下不同科學領(lǐng)域中的定位都令定義教育控制成為了一個難題。不過，我們可以下這一論述：迄今，對于定義概念的相關(guān)嘗試幾乎都主要集中于公司的管理控制，因此，定義一個在質(zhì)量上有保障并系統(tǒng)化，制度化的體系，如受公共控制的教育體系，與定義公司控制截然不同。值得一提的是在教育控制中，沒有任何來自個人的偏見。 根據(jù)，比如WUNDERER & SAILER (1987, 506f.)，教育控制構(gòu)成了管理工具，它需要利用可衡量指標來獲取教育數(shù)據(jù)，并且利用這些信息通過差異比較，作為體系模型基礎(chǔ)，對未來規(guī)劃和優(yōu)化。 根據(jù)這一方法，教育控制涉及到了管理體系的規(guī)劃和控制與制度間的協(xié)調(diào)；其中心作用在于獲取信息。 所有這些都帶來了這一問題：其性質(zhì)，質(zhì)量和信息量。然而，由于主要模型和概念依舊模糊，所有至今還未有一個答案。不過，在管理類文獻中這一潮流顯而易見：通過經(jīng)濟指標，教育問題以可量化的數(shù)據(jù)形式收集，并且通過數(shù)值模型加以分析。教育學數(shù)據(jù)的輸出和轉(zhuǎn)化，如工作場合競爭力的提高，行為的轉(zhuǎn)變等，雖不能全部，但能夠部分量化測定并進行表示。因此，其可以通過主觀判斷，以定型數(shù)據(jù)方式收集。(cf. e.g. BECKER 1995, also Gnahs & Krekel 2000, cf. also the overview on educational controlling in Austrian companies in KAILER, EDER & MAYRHOFER 2000參考文獻就不翻譯了).教育控制在相關(guān)模型中缺少部分的跨學科性，這點顯而易見。這就導致了：就競爭力和知識水平的提升上，采集數(shù)據(jù)的測量無法重復，正如1.1.1.1中所討論的。總體而言，教育學中輸出，轉(zhuǎn)化和結(jié)果效應上的量化被嚴重的低估了。 |
2樓2014-09-25 19:48:56
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3樓2014-09-26 14:28:30
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4樓2014-09-26 19:49:15
一日一生
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求高人翻譯如下句子，本人會多多贈予，沒有問題。感謝！ 1. By means of central guidelines and resources, input control intends to raise quality per se, with relatively little focus on systematic ex post analysis. In contrast, the output control of learning and teaching processes in education is organized along the lines of desired results and outcomes. One manifestation of this paradigm change is the introduction of educational standards (BMBF 2003b) which formulate the competence and skills to be acquired in the education process. Parallel to this, we can identify two international developments that support this shift of perspective. On the one hand, the issue of how to test the quality of achievement assumes a new dimension. This is unfolding in an environment of increasingly scarce resources and in front of a backdrop of discussion surrounding increased autonomy and the adequacy and efficiency of the use of these resources (compare HEINER 1996), and the introduction of new decentralized control models (budgeting, agreement on educational levels). On the other hand, via initiatives such as the Bologna or Copenhagen process, an attempt is underway on the EU level to harmonise educational achievement and awards with a view to making the so-called ‘output’ measurable and transferable. Hence, member states are called upon to contribute to the core objective of developing “compatible systems of quality assurance with respect to the diversity in Europe” (cf. AMTSBLATT DER EU (OFFICIAL JOURNAL OF THE EUROPEAN COMMUNITIES) 2002) and to implement corresponding systems of quality assurance based above all on: 2. Quality denotes the properties of a product or a service - which can be either good or bad. Notwithstanding, the term quality is applied chiefly to things which exhibit a high level of quality. With reference to the field of education Harvey/Green (2000) distinguish between the five concepts of quality: exception, perfection, purposefulness, adequate counter-value for money, and transformation. 3 The measurement of quality can be oriented i.a. to external, self-defined, or customary standards. It can refer to the flawlessness of products or to the advancement and empowerment of learners. 3.The techniques applied differ according to the level at which the output is to be examined and upraised. 4Moreover, on the macro level there are clear references to system monitoring. In this paper these concepts will be subjected to closer analysis and scrutinized in relation to one another. 5.However, differences between the concepts of quality assurance and summative evaluation are apparent with respect to: – Origin and methodology, – Temporal perspective, – The instructing party, – Internal/external implementation. 6. This information should serve “as the foundation for a systematic planning and optimization model” (ibid., ?). 7. The dimension external/internal encompasses the conflicting priorities of education controlling (macro level) and internal quality management (micro/meso level): the dimension process/product encompasses the conflicting priorities of quality development vis-à-vis quality assurance. The subsequently derived four quadrants illustrate ‘fields of action’ to which the different procedures of a quality management designed for the education system can be allocated. 8. The objective gauge, by means of which individual performance is evaluated in relation to an absolute standard 9.Besides carrying out comparative studies, various institutions have been established in the different countries to draw up and monitor the adherence to national quality standards in schools. So far, no international equivalents have emerged in the area of vocational training. This can be traced to the notably different traditions and the varying extent to which vocational training is embedded in national systems of education (cf. LAUTERBACH 1995-2005) and the minor priority attached to vocational training in the international debate, which is dominated by English-speaking countries. Vocational training may be able to partially draw on the above-mentioned contexts of developed procedures and instruments, but due to the special status of vocational training and its special brief, quality assurance in vocational training ought not be restricted to such instruments 10 Special Methodological Features and Implications 11A further difficulty which may impede the ascertaining of outputs/outcomes is that acording to Ditton.。。。。。。 12 Since transfer constitutes a process, as such it cannot be measured in the sense of the word. Rather, from the outset conditions must be created to facilitate the transmission of the imparted subject matter and methods to the work situation (PATRY 2000). 13 In connection with ascertaining the outcome, the concept of competence assumes a high priority 14 Put bluntly, competencies can be defined as enabling self-organized, creative action, whereby qualifications are more the product of examination knowledge. Whereas the latter can be measured by means of questions, the measuring of competencies stands in need of suitable measuring procedures. The procedures that are called for should lead to certification, validation, accreditation, or valorization (for more on these concepts cf. KÄPPLINGER 2002), depending on whether the acquired competencies are formal, non-formal or informal. 15 In addition to this, outside of the Anglo-American English-speaking countries there is no systematic empirical research taking place on the long-term effects of education processes 16 since analysis and the knowledge gained will enable us to draw conclusions for the control of inputs, and thus for future requirements 17 Therefore, effectiveness and efficiency of offers of training and qualification within the company come into focus of the ongoing discussion; mainly regarding to the question, in how far the verifiable quality assurance and enhancement in the single occupational working processes can be traced back to the accomplished measures of qualification. Occupational vocational education as well as advanced training are not only discussed on the level of general socially consented formulations but also on the level of single entrepreneurial calculus as strategic factors (cf. KAILER 1994, 77; VON LANDSBERG 1995,12 ). 18 Overall, educational controlling represents a group of models and concepts which are placed between two very different and only partially compatible scientific ideas with regard to the choice of social actions in social situations: One side emphasises the beliefs in individual decisions with the objective to minimise costs and maximise value (under certain conditions) (cf. ELSNER 2000) which can be summarised as the concept of the “homo oeconomicus” (cf. e.g. KIRCHGÄSSNER 1991; SIMON 1993). The other side focuses the concept of (vocational) education and its tensed position between occupational capability and occupational majority (cf. e.g. HEID 2003). Depending on what approach is followed, educational controlling is in its theoretic basis positioned between 19 Alluded several times in this article, the haziness of the use of the term, the position of the issue in different social subsystems as well as its placement in diverse areas of science without more interdisciplinary cooperation make a definition of educational controlling a difficult task. Nonetheless, the following is statable: Hitherto, the relevant attempts to define were merely conducted with focus on the functions of managerial controlling in companies and therefore significantly different to approaches of systematic, institutionalised assurance of quality like in the publicly controlled institutions of education. It is remarkable that no discrimination from personnel controlling is carried out. 20 Therefore, no definite functional, process-related and instrumental coherent classification into specially banished institutional areas of responsibility is conducted. Nonetheless, there is still consensus that educational controlling should take over the task of improving rational decision making processes for the optimisation of educational investments and to contribute to a stringent adjustment of the realised investments of education and qualification. Following this argumentation, educational controlling can be understood as a strategy to counteract the often-observed phenomena of “muddling-through” and also to improve efficiency systematically – mainly evaluation focussed (“muddling-through” phenomena in behavioural, managerial approaches cf. e.g. BINMORE 1995). Despite the indicated different approaches three central functions of controlling can be presented: the functions of coordination, of information as well as of control and regulation (cf. e.g. HORVATH 1996, 142). 21 This applies primarily to the field of the development of personnel, yet partially also to prospective recruitment of the latter. 22 These findings also serve the purpose to draw conclusions for future planning and design 23 Educational Controlling on a Occupational Everyday Basis The increasing cost sensitisation of companies, the observable intensification on capital markets, the resulting merely short-term orientated yield expectations and the increasing importance of human capital in and for the development of the company cause enormous pressure to adopt company objectives fast and reality-related as well as to implement it in internal cycles of realization. 24.The question why educational controlling has yet been implemented so rarely is often answered by a pointer to a lack of resources, to problems regarding the methodical competence as well as to problems in the execution of the relevant instruments (cf. GNAHS & KREKEL 2000, 220). Furthermore, examples in the sense of “best-practise” can be named 25 It is also hardly taken into consideration that the matter implies high interdisciplinarity as well as requirements of the modelling resulting out of it. 26.The actions of evaluation on different systemic levels of the educational systems are enforced as a reaction to the findings of the school performance studies. Due to a stronger focus on the extended autonomy of the single school (cf. e.g. BILDUNGSKOMMISSION DER LÄNDER BERLIN UND BRANDENBURG 2003, 235ff.) as well as to the stronger necessity to control the effects of autonomy with regard to the assurance of the productivity of the whole system, a stronger, empirical-based focus on this particular field, put by the educational research institutions, is therefore expected. |
5樓2014-09-27 15:39:50
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