A Comparative Study Of The Organization And Implementation About China And Japan's Community Education

In 1960 s, the famous French adult educator, Paul Lengrand, put forward the “Lifelong Education” concept. This concept is a new education idea which is different from the traditional school education, it is rapidly applied to the development of theory and practice in the world of contemporary education, known as the “key to open the Twenty-first Century light door”. Lifelong education is a macro theoretical framework, whose realization needs the entity organization and social people's participation. With the rise of knowledge economy, the demand for knowledge is increasing, only learning in the formal education system could not satisfy people's needs. Setting up a system of lifelong education, advocating lifelong learning and improving the overall quality of its people have become the inevitable requirement of social development. Therefore, the development of community education is an important way of constructing lifelong education system. How to develop community education combining the domestic reality needs related research urgently from the angle of theory and practice, also needs to learn from foreign advanced experience.This study selects the present situation of community education development of Chinese and Japan, comparing them through the case analysis research,also introduces the advanced development experience of Japan's "community education". By comparing and analyzing the way of organization, the specific contentsand the difference between the two comprehensively, it puts forward the suggestions for improving the organization and implementation of our community education. This paper consists of four chapters. The first chapter is introduction, introducing the background and significance, domestic and foreign research about the problemand the relevant theories, contents, definition and methods. The second and third chapter discuss the organization features and contents of the community education in China and Japanse parately.Combined with their own domestic specific case, it reviews the implementation characteristics of the community education in China and Japan from four dimensions, namely teachers, funding, facilities and evaluation mechanism. And it describes the implementation contents of community education in China and Japan from the contents, time arrangement, teaching methods and practice. The fourth chapter proposes to improve the shortcomings existing in the development of community education of our country, and obtain experiences and enlightenment through the analysis and comparison between the two countries.