英语翻译课外补习(Private Supplementary Tutoring),有学者将其称为 “影子教育”指的是学生在主流学校教育之外参加的培优补差活动,因其补习内容基本上类似于学校课程.国外对课外补习的研究开

英语翻译课外补习(Private Supplementary Tutoring),有学者将其称为 “影子教育”指的是学生在主流学校教育之外参加的培优补差活动,因其补习内容基本上类似于学校课程.国外对课外补习的研究开
英语翻译
课外补习(Private Supplementary Tutoring),有学者将其称为 “影子教育”指的是学生在主流学校教育之外参加的培优补差活动,因其补习内容基本上类似于学校课程.国外对课外补习的研究开始于20世纪80年代,兴盛于整个90年代,并持续繁荣至今.这一领域的关注者并不局限于教育研究者,经济学家与社会学家也对课外补习活动产生了浓厚的研究兴趣.大量的研究成果已经或正在被许多国家教育政策的制订者所参考利用.
以此为背景,我们尝试对该领域内主要的研究成果进行归纳,并梳理其理论逻辑,力求从多个角度去理解课外补习,进而理解中国“影子教育”的实质.具体讲,作为一种学生在主流学校教育之外参加的培优补差活动,从其产生、发展和变迁的全过程看,它的特殊性究竟是什么?它将会把我们的教育引导到一种什么样的未来状态?我们如何预测它下一步的表现?本文期望能为人们进一步寻求上述问题的答案提供一些有益的视角.本文从国内外对中小学生课外补习研究的概况、研究的内容、研究的结论及评价等方面进行总结,并对现有研究存在的问题进行分析,并在此基础上探讨该领域未来的研究趋势.旨在对国内外的课外补习研究做出综合性述评,并为今后的发展提供一定切实可行的展望和改进.
二、国外关于课外补习的研究与启示
从检索到的资料来看,国外关于课外补习的研究最早是1992年Stevenson和Beeker基于对日本高中生所作的调查,提出了“影子教育” (shadowedueation)的概念,1999年Bray对课外补习做了系统的研究,并对“影子教育”的概念作出了进一步阐释.而关于应对政策,主要有严厉禁止政策、混合型政策、认知监管政策、自由放任政策、积极鼓励政策等几种类型.有调查表明,世界各国参加课外补习的学生越来越多,一些国家的补习班收入超过百亿美元,突出区域有非洲、中国、越南、日本、韩国等；而在西欧、北美,课外补习也出现了类似情况.
（一）、从补习的地区分布来看,课外补习并不只存在于发展中国家.它的存在主要受文化背景、正规学校教育特点以及该地区教育收益率的影响.首先,课外补习主要存在于儒家文化影响深远的地区,儒家文化认为成功更多是靠“努力”取得的,而西欧和北美文化则更强调“能力”的重要性.其次,课外补习主要发生在以选拔性考试为主的国家和地区.在这些社会中,教学过程更多是以教师为中心,因而不能忍受学习上的后进者.此外,教育经济学家们发现,教育个人收益率更高的地区,课外补习活动愈加兴盛.
（二）、从补习的科目和强度来说,在补习科目上,各国之间存在着较大差异,但语言（尤其是英语）、数学与科学的补习是比较普遍的.究其原因,这三科经常是选拔性考试中的“主科”,对学生成绩影响最大.在补习强度上,研究表明,高年级学生面临考试压力较大,接受补习的可能性和强度高于低年级学生.从补习时间看,一些国家学生每周参加的补习已高达8-12小时,几乎接近于一个半的工作日时间.从补习科目数看,每周补习多门科目已是司空见惯.如在马来西亚,参加补习的学生中每周上1-2门课的占53%,3-4门课的占27%,5-6门课的占19%.
（三）、从补习规模和成本变化来看,近几十年来,课外补习的规模正逐步扩大,家庭的补习支出也正快速上升.例如日本小学级别的补习学校在1976-1993年之间入学率增长了1倍.韩国的家庭补习支出占GDP的比重,1990年为1.2%,1994年为1.8%,1998年已达到2.9%.
（四）、从课外补习的供给与需求来看,从供给方来说,补习基本可分为两类：一类是在主流学校教课的老师对自己所教学生进行补习；另一类教师则对补习学生无直接责任.主流学校老师的补习一直遭受广泛的批评.

英语翻译课外补习(Private Supplementary Tutoring),有学者将其称为 “影子教育”指的是学生在主流学校教育之外参加的培优补差活动,因其补习内容基本上类似于学校课程.国外对课外补习的研究开
Some scholars call it the "shadow education" refers to the students in education in mainstream schools outside the difference superiorly activities, roasted for its cram school curriculum content basically similar. Foreign demand for extra-class continuation of the study began in 1980s and prosperity in the 1990s, and continued prosperity today. This field is not confined to the attention of education researchers, economists and sociologists are also to extra-class continuation activity generated strong study interest. Numerous studies have or are being many national education policy makers have reference to use.
This as the background, we try to this field main research results concluded, and its theoretical logic, and strive to comb from multiple angles, and then to understand extra-class continuation education "Chinese" understanding the essence of shadow. Specific tell, as a kind of student education in mainstream schools in Canberra outside the difference superiorly activities, from its emergence, development and change the particularity of the whole look, it's what? It will take our education guide to a kind of what kind of future state? How do we predict it the next performance? This paper further hope for people seeking the answer to that question may provide some useful perspective. This paper to small and medium student extra-class continuation at home and abroad the general situation of the studies, research contents, the research conclusions and evaluation of existing summarizes research and the analysis of existing problems, and on this basis to explore future research trend in this field. Aim to study the extra-class continuation at home and abroad, and make comprehensive review for the development in the future prospect of provide certain feasible and improvement.
Second, about extra-class continuation of foreign research and enlightenment
Judging from the material to retrieve about extra-class continuation, abroad study of 1992 was the first Stevenson and Beeker based on the survey by the Japanese high school education, puts forward the "shadow" (shadowedueation) concept, 1999 to extra-class continuation Bray makes a system research and education "to" the concept of shadow made further explanation. And about coping policy, basically have forbidden policy and mixed policy, cognitive regulatory policy, laissez-faire policy and actively encouraged policies several types. Research has suggested that, countries around the world to extra-class continuation of students is more and more, some countries over 10 billion dollars, cram school income outstanding area is Africa, China, Vietnam, Japan, Korea, etc.; In Western Europe, North America, there was a similar extra-class continuation.
(a), from the perspective of regional distribution tutorial, extra-class continuation existed not only in developing countries. It exists mainly by the cultural background and formal education characteristic and the area school education yields influence. First, extra-class continuation mainly exists in Confucian culture far-reaching areas, Confucian culture is that success more on "hard" made, and the Western Europe and North America culture is more emphasis on "ability" importance. Secondly, extra-class continuation occurred mainly in the recruitment exam primarily countries and regions. In these societies, the teaching process more, and in teacher centered learning cannot tolerate portes. In addition, education economists found that education personal higher yielding areas, extra-class continuation activities increasingly flourish.
(2), the subjects and strength from cram for tutorial subjects, countries in exists between the bigger difference, but language (especially English), mathematics and science tutorial is common. Investigate its reason, the three are often recruitment exam for the "major", student achievement biggest influence. In cram intensity, research shows that the senior and junior students face bigger test pressure, accept the possibility and strength higher than tutorial junior student. From cram time watching, some countries students already up a week of cram in 8-12 hours, almost close to one and a half day time. Few see tutorial subjects from several subjects, weekly cram already is commonplace. As in Malaysia, attend cram a week of the students in the 1-2 class accounted for 53%, 3-4 course 27%, 5-6 courses accounted for 19%.
(3) and tutorial size and cost change from view, in recent decades, the scale of extra-class continuation are gradually expand, family tutorial spending also is rapidly rising. For example, Japanese elementary level of prep school in 1976-1993 increased 1 times between enrollment. South Korea's family cram expenditure of GDP, 1990 by 1.2%, 1994 was 1.8%, 1998 has reached 2.9%.
(4), from extra-class continuation of supply and demand to see, for from tutorial basic supply can be divided into two kinds: one kind is in mainstream schools to teach teacher taught his students with; Another type of teacher is no direct responsibility to cram students. The mainstream school teacher tutorial have always suffered extensive criticism.