青少年社区教育外文文献.doc

附件3：本科毕业设计（本科毕业论文）外文文献及译文文献、资料题目：Community Education Principles文献、资料来源：期刊（著作、网络等）文献、资料发表（出版）日期：2008.2.25 院 （部）： 法政学院专 业： 社会工作班 级： 社工081姓 名： 邹杰学 号： 2008131147指导教师： 左敏翻译日期： 2012.5.231 外文文献：Community Education Principles Developed by Larry Horyna and Larry Decker for the National Coalition for Community Education 1991 -printed in the Community Education Journal (citations): Wisconsin 5 components Community education provides local residents and community agencies and institutions the opportunity to become active partners in addressing community concerns. It is based on the following principles: Self-determination: Local people are in the best position to identify community needs and wants. Parents, as childrens first and most important teachers, have both a right and a responsibility to be involved in their childrens education. Self-help: People are best served when their capacity to help themselves is encouraged and enhanced. When people assume ever-increasing responsibility for their own well being, they acquire independence rather than dependence. Leadership Development: The identification, development, and use of the leadership capacities of local citizens are prerequisites for ongoing self-help and community improvement efforts. Localization: Services, programs, events, and other community involvement opportunities that are brought closest to where people live have the greatest potential for a high level of public participation. Whenever possible, these activities should be decentralized to locations of easy public access. Integrated Delivery of Services: Organizations and agencies that operate for the public good can use their limited resources, meet their own goals, and better serve the public by establishing close working relationships with other organizations and agencies with related purposes. Maximum Use of Resources: The physical, financial, and human resources of every community should be interconnected and used to their fullest if the diverse needs and interests of the community are to be met. Inclusiveness: The segregation or isolation of people by age, income, sex, race, ethnicity, religion, or other factors inhibits the full development of the community. Community programs, activities, and services, should involve the broadest possible cross section of community residents. Responsiveness: Public institutions have a responsibility to develop programs and services that respond to the continually changing needs and interests of the their constituents. Lifelong Learning: Learning begins are birth and continues until death. Formal and informal learning opportunities should be available to residents of all ages in a wide variety of community settings. 2 中文译文：社区教育原则 by Larry Horyna 和 Larry Decker 1991年为国家联盟开发了社区教育，发表在社区教育期刊（引文）: 社区教育提供了当地居民和社区机构和机构有机会成为活跃的伙伴在解决社区问题。它是基于以下原则: 自决:当地人们的最佳位置确定社区的需求和希望。父母为孩子的第一个也是最重要的老师,都有权利和责任是参与到他们孩子的教育。 励志:人是最符合他们的能力来帮助自己是鼓励和增强。当人们自认为不断增加自己的幸福负责,他们获得独立,而不是依赖。 领导力发展:识别、开发和使用的领导能力是先决条件的地方公民对正在进行的自助和社区改善措施。 定位:服务、程序、事件和其他社区的参与机会,带来了最近人们生活有极大的潜在高水平的公众参与。只要有可能,应该把这些活动分散到各个地点的公共访问的容易。 集成交付的服务操作的组织和机构为公益可以使用有限的资源,满足自己的目标,和更好的服务于公众通过建立密切的工作关系和其他的组织和机构有关的事宜。 最大限度的使用资源:物理、财务和人力资源的每个社区都应该是相互关联的,用于自身所有的需求和兴趣的多样的社区为遇到。 包容性:分