關於教育的英語論文

㈠ 關於教育的英語短文

To many people,ecation is a very important problem.It is known that people who want to make difference（有所作為）almost have ecation,which can help one improve oneself.
In China,student can learn lessons in all kinds of schools,such as primary school（小學）,high school, univisity and so on.Students can learn various of subject,such as Chinese,English,Maths and so on.
But I think that the Chinese students are quite tired,expeciall the high student.In order to enter the univisity,they have to spend their most time on study in school.They have enough time to have a good rest in everyday life.Do yo think that we should do something useful to change this situation

對很多人來說，教育是一個很重要problem.it是大家都知道的人，要提出差異（有所作為） ，幾乎都受過教育，可以幫助一個提高自身素質。
在中國，學生可以從中吸取教訓，在所有類型的學校，如小學（小學） ，高中， 大學等可以學習不同的學科，如中文，英文，數學等。
但我認為，中國學生是相當疲憊， 尤其是高中生為了進入大學，他們要花費他們大多數時間在研究和學習.他們有了足夠的時間，才能有一個良好的休息，在日常生活中，我們應該做一些有益的事情，要改變這一狀況

㈡ 那位大哥大姐給個英語 關於教育的論文

這篇可以參考了，關於英語教育的，很長：）~~
How to Perform the Function as a Reading Teacher
ⅠIntroction
As we all know, reading is a very important part in second language teaching. Teacher plays a more important role in teaching reading. The dissertation mainly discusses the function of teacher (what teacher can do) in reading lessons and how to teach reading so as to perform the function of teacher. It is necessary to write the dissertation with an aim to help teachers to improve their teaching method and pay more attention to their research abilities.
While today there exists some imperfect phenomenon. Teachers will help us learn how to read and how to improve our reading abilities. However, some one says that reading cannot be taught, it can only be learnt by oneself. This is the most universal opinion. Still, the students often cannot sense out the teachers』 function in a reading lesson. They will say,「The teacher only told us to read and answer the questions given.」In this case, why not let the students read at home ? Does this mean there is nothing for the teachers to do?
On the contrary, there is a great deal. We must admit that the teacher』s function could only be reflected from the students』 progress. So the role of teacher can only covered throughout the whole process of reading.
Why we teach reading as teachers? Do we teach reading in order to teach language? Of course we do. We know exactly that reading is an important part of language course. We set the students into the situation of foreign languages. Then help them get a better understanding of how the language works and make better understanding. To some extent, teaching a reading lesson is a combination of language structure and the content (meaning), which means the ability to understand the content through the expression of the language.
As teachers, they should make clear the relationship between students and them. They should make research on teaching method and also the students』 learning method. The theme of the dissertation is to make masses accept the reading teachers』 function. Reading teachers can guide the students to improve their reading skills. The teaching method offered in the dissertation fit the teaching practice. Both the teachers and the students will benefit.
ⅡMain body
In order to change the mind of the masses, we should look into the main role of reading teacher in detail. The students could not learn a foreign language aimlessly, so they need a guide. Teachers hold the great responsible for the reading lesson. The teacher』s functions include these:
1. Read a lot to grasp the main resource diachronically
If the teachers want to teach students reading skills, they should know how to read. That is, the teachers are the readers as well, just like the students. The teachers read in order to improve their teaching also enrich their knowledge storage, experience. The content which the teachers read maybe one day will become the students』 knowledge.
After knowing the importance of reading, we would concern about if the teachers act as good readers. Some teachers often read. They get the materials from magazines or newspapers or library books or even surfing the Internet. They read a lot and translate foreign language materials into Chinese. This job needs deep understanding. In the process of reading, the teachers use various kinds of reading skills to get the meaning of the materials. They begin to appreciate and value if the materials are suitable for the students to read. The text which the students use should read by the teacher first. After the first reading, the teachers will get a general comparison between many available materials. They will tell which the best material for students to read is and then they can plan their lessons according to the understanding of the material. While some teachers do very little reading in their spare time. They do not know that they have given up the best chance to improve their personal quality. Their prospect will be darker and darker. What these teachers should do is to convince themselves they can read a lot and find sometime fixed to read for themselves and their students. They take great responsibility for their students. Reading will benefit the teachers a lot. The teachers should develop a love of reading and regard reading as a kind of pleasure. The teachers who read a lot are probably excellent reading teachers. They will give free rein to the role of teacher throughout their life.
2. Let the students to clear about the organization of the reading materials
The organization is the soul of the whole passage. To appreciate a reading material is not only appreciate the setting the beautiful language, but also the organization.
Most reading materials have their certain organization. Appreciate the organization of them can make the students grasp the main idea and have a better understanding of the theme.
Many compositions can be arranged basically as follows:
2.1Introction-The introction usually tells the reader what the composition is about.
2.2Body-The body of a composition tells the story or explains the facts
2.3Conclusion-The conclusion ends the composition. It is usually a short summary of your ideas or the last details of a story.
These three divisions do not tell exactly where each topic idea goes. In order to write a well-planned composition, it is necessary to decide where each topic should be. One way to do this is to organize the details of a composition through the use of an outline. So if the students can give the outline of the reading materials, he can have a better understanding of them.
We are the foreign language learners, we have our mother languages. So we are unavoidably affected by the organization of our mother tongue. There will be some difference between theirs and ours. The students should let the students know the reading materials of foreign languages are mostly brief and clear. They will probably give the theme in the first paragraph. The topic sentence is usually put in front of the paragraph. Pay attention to the linking verb. You will feel these linking verbs can help you get a better understanding of the sentence. These linking verbs make the students feel the sentence is more and more simple.
The linking verbs: and, or, but, however, nevertheless, for, as, since though, and so on.
The reading materials are probably organized in some orders. For example:
Time order, the author will put forward what he wan to say in time orders. What he wan to say first, then what he wants to say, and so on.
Space order, the author will put forward what he want to say in space order. With the movements of the narrator, the things author what to say are given out.
Good and bad order, the author will tell the readers the advantages and disadvantages so as to make compare these points.

另外，英語論文類文章1001篇,裡面有很多的:)~
http://www.51papers.com/lw/list3-8.htm

㈢ 關於教育方面的議論文，英文版的

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㈣ 關於教育制度的英語論文

http://www..com/s?wd=%BD%CC%D3%FD%D6%C6%B6%C8%C2%DB%CE%C4&cl=3
看一下，然後在線翻譯即可

㈤ 求一篇關於中國教育的英語論文，是英文寫的

自己寫的話一般來說都不容易通過的 我去年是找一個代寫的，好不容易才找到

一個可以讓我相信的，是腳丫代寫論文他們的服務特別好，不用訂金，先寫給你

看，看了滿意再給錢的，很靠譜 腳丫代寫論文網站

㈥ 求 一份有關英語教育的論文

淺談如何培養良好的英語學習習慣
英語是一門工具學科。要掌握英語，除了需學習一定的語音、詞彙、語法知識外，還得練就扎實的聽、說、讀、寫基本功。換言之，英語學習必須通過大量的聽、說、讀、寫訓練。從這點出發，可以說，英語學習的過程也是習慣養成的過程。小學生良好的英語學習習慣主要是指良好的聽、說、讀、寫的習慣。

一、良好的聽的習慣。
要求：認真聽示範發音，聽清後再模仿。用心聽他人說英語。學習英語是從「聽」起步的。「聽」是「說 」的前提，沒有「聽」，就無從模仿「說」。只有聽得清，聽得懂，才能說得准，說得好。用心地多聽他人說英語，有助於培養對英語的敏捷反應。因此，培養學生認真聽教師或者錄音的示範發音，用心聽他人說英語是至關重要的。

九年制義務教育英語學科三年級第一冊課本沒有出現英語文字，只有五彩繽紛的圖片，使學生初學英語時能集中全部注意力聽錄音，理解錄音內容，進而正確模仿。與教材配套的錄音帶中有男、女、大人、小孩的不同音色，其音自然、地道，其景生動、逼真，學生聽來饒有興趣。這十分有助於培養良好的聽的習慣。

兒童心理學告訴我們，小學生愛模仿，模仿性強，但缺乏自控能力。課堂上，常有學生一聽教師示範發音，就急於開口模仿，輕聲跟講，結果導致自身發音欠准，而且還影響了他人聽音。因此，在英語起始教學階段，教師就要訓練學生靜心聽，可採用「手勢暗示法」，即教師隨著示範發音打手勢「一、二」，這時學生邊聽教師發音，邊看教師嘴形，注意觀察其大、小、扁、圓及變化情況，做到看明、聽清，當手勢打「三」時，全班齊聲模仿。這樣，發音易到位，模仿效果好。小學生聽錄音跟說跟讀，往往只滿足於「聽到」，能跟得上說，跟得上讀，而不注意語音、語調、句重音、停頓等。因此，教師要引導學生「聽清」，在播放錄音前，可分步提出聽的具體要求，使聽一遍錄音，便有一次收獲。

英語課堂教學是小學生用英語交際的主要場合。其間，他們有很多聽英語的機會。但小學生有意注意較弱，維持時間較短，特別是在聽同學發言時易走神。教師除了向學生講明專心聽同學發言的好處外，在教學上要採用生動、形象、活潑、多樣的教學方法與手段。特別要避免枯燥操練，開「定向長火車」，要多用「有意點叫」、個別提問，對活動與集體操練應頻繁交替使用。同時在教學內容上設置「牽制性」提問，「逼」學生專心聽他人說英語，不聽，就無法參與。如，教師問某生：How old are you?Where are you from?Is yourmoth er a teacher?隨即轉用第三人稱問其他學生：How old is he?Where ishis from?Is his mother a teacher? 又如，請個學生用英語自述，然後讓聽的學生按此內容相互問答。還可請學生指出發言者哪兒講錯了，該如何糾正等等。以此引導學生用心聽他人說英語。

二、良好的說的習慣。
要求：大膽開口說英語、音量適度、儀表大方。積極參加語言實踐活動，大膽開口說英語，是英語學習所必需的。從心理學、生理學角度來看，三年級學生人小，較之高年級學生心理障礙和怕羞感少。這正是培養大膽開口講英語的有利條件之一。九年制義務教育小學英語教材為「說」提供了良好的素材，所選內容均來源於學生學習及日常生活，為學生所熟悉的。教材具有科學性、趣味性、親近性、實用性，為廣大師生所歡迎。這是培養大膽開口講英語的又一個有利條件。因此，教師得抓住時機，充分運用教材，從起始年級，培養學生良好的話的習慣。

首先，教師應十分注意發揮「情感教育」在英語教學中的作用。古人曰：「親其師，才能信其道。」教師要用「師愛」去贏得學生的親近和信任，使師生感情雙向交流，密切師生關系，形成輕松、愉悅的課堂氣氛，從而有效地幫助學生消除心理障礙，克服怕開口說英語的緊張心理，開創敢講英語、爭講英語、愛講英語的局面。

同時，教師要精心組織教學，優化教學方法，利用一切教學媒體（圖片、實物、玩具、幻燈、投影、錄像、錄音、指套、木偶等等）創設情景，寓教於樂，讓學生身置語境，有意識或無意識地開口練說，最大限度地發揮學生說英語的主動性和積極性。

此外，教師要從課內到課外盡可能地為學生創造語言實踐機會。如：組織語言游戲、競賽，開辟英語角，舉辦英語興趣小組，排演英語文娛節目，強調師生間同學間用英語問候，要求學生把所學英語用到日常生活中去，對做得好的學生給予「小紅花」、「小紅星」獎勵等等。以此造成說英語的氛圍，激勵學生多開口說英語。

要做到人人大膽開口說英語，不是一件容易的事。學生因各人的氣質、性格不同，參與開口講英語的程度也不同。教師在教學中要特別關注那些存在怕說、缺乏自信心的學生。著名教育學家布盧姆認為，一個人學習成功的次數越多，他的學習自信心就越強。學習成功是建立在學習自信心的基礎上的。因此教師要幫助這些學生克服思想和心理障礙，要多給予鼓勵和表揚，肯定其點滴甚至是微不足道的進步，進行個別耐心具體的輔導，設個坡度，扶著前進，不要急於一步到位，讓他們在口語訓練中有所得，感受到成功和歡樂，以增強其說英語的自信心，激起其說英語的內心慾望。

學生在講英語時，教師最好別去打斷，應允許學生暫時存在某些語言錯誤，待講完後，教師再指出並糾正。這樣做，不幹擾學生說話的思路、意念表達，不挫傷其說話積極性，又能幫助其提高言語水平。在大膽開口講英語的基礎上，教師要引導學生注意講話音量適度、儀表大方。三年級始學英語，要求學生大聲講英語，隨著年級的升高，要求學生根據不同場合，調整自己的音量大小，聲音高低，對於活動、小組操練宜輕聲些，班上發言得響亮些，讓全班同學都能聽到。有的學生急於發言，在連續說英語時，停頓過長，還常加「嗯」。此時，教師要注意多留給學生一點思考時間，要求先想後說，想好再說。另外，教師要提請學生注意，說話時不要低著頭，或眼望天花板，或視窗外，要面對聽者，舉止要自然，不拘束，從小養成良好的說的習慣。

三、良好的讀的習慣。
「讀」對小學生來說，主要是指「朗讀」。要求：正確拼讀單詞，響亮地、流利地朗讀課文，語音、語調等基本正確。拼讀單詞有利於學生記憶單詞，積累詞彙。朗讀英語有利於培養學生語音、語調、節奏、語感等。也有助於「說」的能力進一步提高。

九年義務教育英語學科三年級第二冊課文開始出現文字，漸之，要求拼讀單詞。無論是個別還是全班拼讀（拼背）單詞，都應要求學生先讀一遍單詞，再拼讀字母，然後再讀一遍單詞。培養學生拼讀單詞的良好習慣，十分有益於學生認讀單詞，正確拼寫單詞。

朗讀英語是小學生學習英語的主要內容之一。「說」英語與「讀」英語有相通之處，關系密切，兩者相輔相成。學生朗讀英語好與差，很大程度上取決於教師的示範。這是給學生「先入為主」的朗讀音調印象。因此，教師必須十分注重范讀和領讀。授課前，教師最好先自身整音，盡量與標准音帶取得一致。在自身（或音帶）范讀、領讀時，教師可配以手勢以示升調、降調、重讀等，加深學生的理解。以後還可指導學生在課文上標音調符號。一般來說，新課之時，不宜請學生領讀課文，以免一個錯，錯一片，給糾正增添麻煩。在朗讀語言材料時，須要求學生切勿操之過急，拿來便朗讀，要先通閱，了解內容，理解含義，揣摩音調，然後再朗讀。這樣，朗讀效果好。

小學英語課文句短簡單，讀來朗朗上口。有些學生覺得這些句都已能講能背了，在朗讀時漫不經心，不是看著一句句朗讀，而是滑句，一古腦兒讀完，存在「假讀」現象。有的朗讀時語速、節奏掌握不好，過慢、拖沓，一字字頓著讀，或是過快，發音不到位，無停頓，混著讀。特在集體朗讀時，伴有拖音明顯，節奏較差，語速偏慢等現象。為此，教師要對症下葯，變換教法，隨時糾正學生朗讀的不良傾向，刻意培養學生良好的讀的習慣。

四、良好的寫的習慣。
「寫」對小學生來說，主要是指「書寫」。要求：書寫姿勢、方法正確，斜體行書規范書寫，大小寫、筆順、標點符號和格式正確。

小學生在學英文書寫前，已學會漢字及漢語拼音的書寫，且已養成一定的書寫習慣，這對學習英文書寫有利也有弊。就書寫而言，二者有相同之處，但更有不同之點。對於書寫的坐姿，握筆方法，兩者要求相同。而漢字與英文在書寫上差異很大。即使漢語拼音與英文斜體行書在書寫上也風格各異。因此，英語教師必須利用學習正遷移，防止學習負遷移，對學生英文書寫進行嚴格的訓練。

時至三年級，仍有部分學生書寫坐姿、握筆方法不正確。這就要求英語教師在教英書寫時及時糾正，不能放任自流。要讓學生明白書寫坐姿、握筆方法不正確會影響身體健康，影響書寫質量與速度，對今後學習不利。啟發學生加強自我督促意識，保持正確坐姿，握筆方法。特別要向學生指出，書寫英文時，紙稍向左斜放，紙的下邊與桌面邊緣成10°角，不要正放。

在書寫教學一開始，學寫字母時，教師就必須十分重視培養學生按照規范筆順書寫，在四線三格中位置正確。值得一提的是，要強調每個字母都要稍向右斜，斜度要一致（約5°）。中國學生由於寫漢字的習慣，豎直橫平，有稜有角，四方端正。因此，在書寫英文時，常出現直、方、角現象。對此教師要運用「比較法」教學，及時指正。隨著學習的進展，教師要繼續堅持不懈地抓好單詞、句子、段、篇的書寫及標點符號的正確使用，切實做到英文書寫規范，使學生養成良好的寫的習慣。

總之，良好的英語學習習慣不會自然生成的，而是經有意識培養形成的。小學生學習英語，主要通過課堂教學形式。所以，良好的英語學習習慣的養成主要是靠教師。教師必須十分重視良好學習習慣的培養，注意在日常教學活動中有計劃地、有步驟、嚴格地訓練學生。

㈦ 求關於教育的英文論文（帶翻譯）

Ecation

Ecation in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an indivial. In its technical sense, ecation is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.
Etymologically, the word ecation is derived from ecare (Latin) "bring up", which is related to ecere "bring out", "bring forth what is within", "bring out potential" and cere, "to lead".[1]
Teachers in ecational institutions direct the ecation of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the ecation of teaching only a certain subject, usually as professors at institutions of higher learning. There is also ecation in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of ecation possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional ecation options are now available and continue to evolve.
Systems of formal ecation
Ecation is a concept, referring to the process in which students can learn something:
Instruction refers to the facilitating of learning toward identified objectives, delivered either by an instructor or other forms.
Teaching refers to the actions of a real live instructor designed to impart learning to the student.
Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.
Preschool Ecation
Primary (or elementary) ecation consists of the first 5–7 years of formal, structured ecation. In general, main ecation consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 70% of primary-age children are enrolled in primary ecation, and this proportion is rising.[2] Under the Ecation for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary ecation by 2015, and in many countries, it is compulsory for children to receive primary ecation. The division between primary and secondary ecation is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some ecation systems have separate middle schools, with the transition to the final stage of secondary ecation taking place at around the age of fourteen. Schools that provide primary ecation, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school.
Secondary ecation
In most contemporary ecational systems of the world, secondary ecation comprises the formal ecation that occurs ring adolescence. It is characterized by transition from the typically compulsory, comprehensive primary ecation for minors, to the optional, selective tertiary, "post-secondary", or "higher" ecation (e.g., university, vocational school for alts. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary ecation also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary ecation occurs mainly ring the teenage years. In the United States, Canada and Australia primary and secondary ecation together are sometimes referred to as K-12 ecation, and in New Zealand Year 1-13 is used. The purpose of secondary ecation can be to give common knowledge, to prepare for higher ecation or to train directly in a profession.
The emergence of secondary ecation in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary ecational attainment.
Higher ecation
Higher ecation, also called tertiary, third stage, or post secondary ecation, is the non-compulsory ecational level that follows the completion of a school providing a secondary ecation, such as a high school, secondary school. Tertiary ecation is normally taken to include undergraate and postgraate ecation, as well as vocational ecation and training. Colleges and universities are the main institutions that provide tertiary ecation. Collectively, these are sometimes known as tertiary institutions. Tertiary ecation generally results in the receipt of certificates, diplomas, or academic degrees.
Higher ecation includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraate level (sometimes referred to as tertiary ecation) and the graate (or postgraate) level (sometimes referred to as graate school). Higher ecation generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher ecation at some time in their lives. Higher ecation is therefore very important to national economies, both as a significant instry in its own right, and as a source of trained and ecated personnel for the rest of the economy.
Alt ecation
Alternative ecation
Indigenous ecation

在最大的意義，教育是任何行為或經驗，有一個心靈上形成的影響，性格或個人體能。在其技術意義上說，教育是社會的過程，從一代人故意傳輸其積累的知識，技能和價值觀到另一個地方。
詞源學，文字教育是從教育保育（拉丁）派生出來的「造就」，這是有關ecere「帶出」，「內帶出什麼」是「帶出潛力」和cere，「領導」。
在教育機構教師指導學生的教育，可能會借鑒很多科目，包括閱讀，寫作，數學，科學和歷史。這個過程有時被稱為上學時，指的是教學的教授通常只為某一個課題，在高等院校的教育。也有在教育領域，誰想要這些具體要求，如，職業技能是一個飛行員。此外，還有一個是在非正式的教育水平數組，例如可能在博物館和圖書館，與互聯網和生活經驗。許多非傳統教育的選擇，現已並繼續得到發展。
系統的正規教育
教育是一個概念，指的是過程，學生可以學到一些東西：
教學是指對確定的學習目標，無論是由導師或其他形式交付便利。
教學是指一個真正的生活，旨在向學生傳授學習教練的行動。
學習是指與一對准備與具體知識，技能，或可用於完成後立即查看學習能力的學習者。
幼兒教育
小學（或小學）教育由5-7首次正式，結構化教育。一般來說，主要包括教育，在五，六，雖然這之間不等，有時內，國家開始對6歲或8年的學校教育。就全球而言，約70小學適齡兒童入學％小學教育，這一比例上升[2]在教科文組織教育駕駛的所有方案。，大多數國家都致力於實現普及小學教育入學率在2015年，在許多國家，它是為兒童義務接受初級教育。中，小學和中學教育科是有點武斷，但它通常在大約11或12歲發生。一些教育系統中有獨立的學校，向發生在中學教育的最後階段過渡大約在14歲。學校提供初級教育，大多是被稱為小學。在這些國家的小學通常分為幼兒學校和初中。
中學教育
在世界上最現代的教育系統，中學教育包括正規教育，在青春期發生。它的特點是從典型的過渡義務教育，小學全面的未成年人教育，可選的，有選擇性的成人高等教育，「大專」或「較高」教育（如大學，職業學校。根據系統，學校這段期間，或其中的一部分，可稱為中學或高中，體育場館，公立中學，中等學校，學院，或職業學校。任何對這些條款的確切含義不同從一個系統到另一個。之間的精確邊界小學和中學教育也因國家而異，甚至在其中，但一般在對學校教育的第七次是第10個年頭。主要是在青少年時期出現的中學教育。在美國，加拿大和澳大利亞一起小學和中學教育有時被稱為K - 12教育，並在紐西蘭使用1-13年。中等教育的目的，可以給予常識，准備接受高等教育或專業培訓，直接。
在美國中學教育的出現並沒有發生，直到1910年，由於在大企業和工廠的技術進步引起的（例如，電氣化）的出現，這需要熟練的工人。為了滿足這種新的就業需求，創造了高中課程和實際工作技能，更好地准備白領或學生熟練的藍領工作的重點。這被證明是為僱主和雇員有利，因為這導致人力資本改善員工變得更有效率，降低了僱主的成本，只收到了小學教育程度較高的工資比員工熟練的員工。
高等教育
高等教育，也叫三級，第三階段，或專上教育，是在非義務教育階段的教育水平，遵循了一個提供諸如高中，中等學校中學教育，學校完成。高等教育是通常採取的包括本科和研究生教育，以及職業教育和培訓。學院和大學是提供大專教育的主要機構。總的來說，這些有時被稱為大專院校。高等教育一般的結果是把證書，文憑或學位收據。
高等教育包括教學，科研和社會服務活動的大學，並在教學領域，它包括了大學本科水平（有時稱為大專教育）和研究生（或研究生）級（有時稱為研究生院） 。高等教育通常涉及建立一個學位程度或基礎學位的工作。在大多數發達國家的人口（50％）高比例現在進入一些在他們的生活時間高等教育。因此，高等教育是非常重要的國家經濟，既是一個重要的行業在它自己的權利，並作為培訓和教育的人員為其他經濟來源。
成人教育
另類教育
土著教育

㈧ 關於ecation的英文文章

Ecation
Acation is not an end, but a means to an end. In other words, we do not ecate children only for ecating them. Our purpose is to fit them for life.
In some modern countries it has been fashionable to think that free ecation for all can solve all the problems of society and build a perfect nation. But we can already see that free ecation for all is not enough.We find in such countries a far larger number of people with university degrees refusing to do what they think is "low"work, and. in fact, working with one's hands is thought to be dirty and shameful in such countries. But we have only to think a moment to understand that the work of a completely unecated farmer is far more important than that of a professor~ we can live without ecation,but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases in our towns.
In fact, when we say that all of us must be ecated to fit us for life, it means that we must be ecated in such a way that, firstly, each of us can do whatever work is suited to his brains and ability and, secondly, that we can realize that all jobs are necessary to society, and that it is very bad to be ashamed of one's work. Only such a type of ecation can be considered valuable to society.

教育
教育不是目的，而是達到目的的手段。換句話說，我們教育孩子不僅僅是為了使他們受到教育。我們的目的是讓他們適應生活。
在有些現代國家中有種流行的想法，那就是全民義務教育可以解決一切社會問題、建立起完美的國家。但我們也能看到，僅有全民義務教育是遠遠不夠的。我們發現在
這些國家中，很多擁有大學學位的人拒絕從事那些他們認為「低等」的工作，實際上，在這些國家裡，體力勞動被認為是骯臟、丟人的。但只要我們想一下就能明白，其實那些完全沒受過教育的農民的工作要比教授的工作重要得多；沒有教育我們可以生活，但是沒有食物我們只有死路一條。如果沒有人每天清掃街道，把垃圾從我們家中運走，我們的城鎮就會感染可怕的疾病。 ·
事實上，當我們說所有的人都必須接受教育以適應生活的時候，意思是我們必須受到這樣的教育：第一，每個人都可以做任何適合自己智力、能力的工作的；第二，我們應
該意識到所有的工作都是社會的必要組成，為某人的工作感到羞恥是很不正確的。只有這樣的教育才能被認為是真正對社會有益的教育。