波兰的人民与社会

国籍

名词：波兰人 形容词：波兰的

民族

波兰语占96.9%，西里西亚语占1.1%，德语占0.2%，乌克兰语占0.1%，其他及未指定语言占1.7%

人口

38,179,800

人口（男性/女性）

总计：38,746,310 男性：18,441,415 女性：20,304,895

人口分布

人口集中在克拉科夫周围的南部地区以及华沙和罗兹周围的中部地区，并延伸至北部沿海城市格但斯克。

城市人口

urban population: 60.2% of total population rate of urbanization: -0.16% annual rate of change

主要城市人口

1,798,000 华沙（首都），769,000 克拉科夫

年龄结构

0-14岁：14.2%（男性2,830,048人/女性2,676,300人） 15-64岁：65.9%（男性12,513,402人/女性13,036,977人） 65岁及以上：19.8%（男性3,097,965人/女性4,591,618人）

中位年龄

总计：42.9岁 男性：41.5岁 女性：44.3岁

出生时预期寿命

总人口：78.8岁 男性：75.0岁 女性：82.4岁

婴儿死亡率

总计：3.4例死亡/1,000例活产 男性：3.7例死亡/1,000例活产 女性：3.1例死亡/1,000例活产

主要传染病

degree of risk: intermediate vectorborne diseases: tickborne encephalitis

饮用水水源

improved: urban: 99.9% of population rural: 100% of population total: 100% of population unimproved: urban: 0.1% of population rural: 0% of population total: 0% of population

卫生设施获取

improved: urban: 100% of population rural: 100% of population total: 100% of population unimproved: urban: 0% of population rural: 0% of population total: 0% of population

烟草使用

总计：24% 男性：27.9% 女性：20.1%

酒精消费

总计：10.96升纯酒精 啤酒：5.72升纯酒精 葡萄酒：0.88升纯酒精 烈酒：4.36升纯酒精 其他酒精：0升纯酒精

识字率定义

15岁及以上的人口能够读写

学校教育年限总计

总计：16年 男性：15年 女性：17年

课堂

波兰的典型学校建于社会主义时期，至少已有30年的历史。所有建于1945年至1989年间的建筑外观均可描述为由均质混凝土构成的立方体。每所学校的在校学生人数从2000人到10000人不等。这一数字正在持续下降，主要原因是人口负增长。教室的陈设较为简朴，最多可容纳40名学生。每间教室的布局看起来几乎完全相同，由课桌、椅子以及前方的一张讲台桌组成。当然，部分教室专门用于化学、生物、物理和信息技术课程，其中配备有显微镜、计算机或投影仪等额外设备。

教育文化

波兰是欧洲教育进步方面的主要领先国家之一。自2000年以来，大学毕业生人数增长了133%，而欧洲的平均增长率为33%。自社会主义结束以来，教育在社会中的作用一直在系统性地增长。这种情况是由不断发展的工业需求所引起的。越来越多的家长意识到这一情况，并督促子女继续接受教育。即使他们在高中完成学业，也始终需要参加专业课程以提升自身资质。 此外，失业率在约十年间持续高于10%。这意味着低水平的教育使人们无法找到工作。教育体系将理科视为比人文学科更有价值的学科，因此艺术在学校中得不到认真对待。大多数学校不提供任何与音乐或戏剧相关的额外课程。

学习

在波兰，低年级和高年级学生的一天在学校的生活几乎相同，但存在一些差异。这取决于他们所就读的年级。1至3年级的课程安排较为轻松，每天通常不超过5节课。每节课的时长为45分钟，这一规定适用于整个教育体系。课间休息时间为5至25分钟不等，其中最长的课间用于午餐，但只有50%的学生在学校用午餐。学校提供餐食供购买，但大多数孩子会自带由父母准备的午餐。小学共有九年学制，分为三个阶段。最后一个阶段结束时，学生需要参加综合考试，该考试决定他们能否升入高中，通过率约为90%。小学的教学内容侧重于数学、信息技术、环境、音乐、一门外语以及波兰语。课程安排不会给孩子们带来过多负担，也便于他们早些回家。所有课程均以波兰语授课，这一规定没有任何例外。学校不允许以其他语言作为主要教学语言对儿童进行教学。一所普通学校最多可容纳3000名学生，建议每间教室的学生人数不超过30人。学校对学生没有统一的服装规定。教师通常较为严格，注重学生的行为举止、守时意识和整洁卫生。 学校的校长们希望改变教育的形象。众所周知，孩子们不喜欢上学，其中一个主要原因是师生关系过于僵硬。根据学生的反映，大多数教师态度严苛、令人不悦，这往往对学生的学习成绩产生负面影响。因此，教师被要求以关爱、温暖和信任的态度与学生建立联系，以提升学生的学业成绩和学校生活的舒适感。所有这些努力都旨在改善师生关系。人们也相信，让孩子感到安全和被重视，将对他们的未来产生积极影响。学校在不断发展进步，但有些规则对教师和学生始终不变，即礼仪规范。学生称呼教师时，需以"先生"、"女士"或"教授"开头，而教师则始终以孩子的名字来称呼学生。

上学

大多数孩子的学校距离他们的住所不远，因此他们通常步行或骑自行车上学。在城市地区，上学的方式是乘坐公共交通工具，如公共汽车和有轨电车。就读一至三年级的儿童乘坐涂有橙色的校车，称为Gimbus。当地政府提供这种交通方式，这是农村地区的最佳选择，因为那里学校与村庄之间的距离较远。在某些情况下，孩子由父母开车接送，但仅限于学校与家长工作地点相距不远的情况。

• Roman Catholic95.0%
• E. Orthodox, Protestant, Other5.0%

波兰语

• Polish

• 尼古拉斯·哥白尼

  1473

  Copernicus, the great Polish astronomer, was born Mikolaj Kopernik in 1473 in the city of Torun, the son of a successful tradesman. Little is known of his early life beyond the fact that he was a serious youth with particular interests in the Greek and Latin languages. He was educated at home until entering the University of Cracow to study medicine and law. But it was Nicolaus’ "hobby" of astronomy (he never became a professional astronomer) along with his inherent aptitudes for mathematics, philosophy and draftsmanship (he was a talented painter), that made him into the famed founder of present-day astronomy. Copernicus revolutionized and radically expanded the western idea of the universe - all in his spare time. After Nicolaus graduated from Cracow with degrees in art and medicine, he studied in Padua, Italy, where he received a doctorate in canon law from the University of Ferrara. With law classes finished, Copernicus began in earnest to study medicine. As a future Churchman, it was quite fitting that he should become a practitioner so as to be able to minister to the indigent sick. Practical anatomy at the time was regarded with distrust and repugnance. Dissection was banned altogether; but now Copernicus and his associates utilized the bodies of executed criminals to expand this branch of science. The practice of medicine was not an uncommon concomitant for an early astronomer; the gulf between the various sciences was not so great as it is today. In fact, it was supposed that there existed a mystic correspondence between the organs of the body and the divisions of the universe; a relationship between astronomy and medicine that grew from the common belief in astrology. Copernicus was offered the canonry of the cathedral at Frauenburg by his uncle, the Bishop of Ermeland. Some months later, when his uncle died, the young monk found himself in sole control of the monastery. There, living a life of solitude, he conducted his daily routine according to a careful schedule - characteristic of this man of precision - intended to promote his development in all spheres of life. He divided his day into thirds, consigning one part to devotional performances and religious duties, another third to acts of charity (tending to the needs of the poor and sick), and the remaining third to the study of astronomy, combined with meditation. This disciplined adherence to a philosophy of balanced activity marked his entire life. Unraveling Mysteries of the Planets In the third century B.C., the Greek philosopher Pythagoras, using observationsmade by his disciple, Aristarchus of Samos, had correctly stated that the sun was the center of our solar system. The earth and other planets, he explained, rotated upon axes and revolved about the sun to create days, nights and changing seasons. Later, (about 170 B.C.), the astronomer Hipparchus catalogued the positions of the stars. But these brilliant conclusions were superseded by the doctrines of Ptolemy, a hellenic Egyptian king. Guided by Aristotle’s influential - but sometimes erroneous - teachings, Ptolemy believed that the earth was the immovable center of the universe, with all planets, stars and moons revolving about it. He argued that if the earth actually did rotate on an "axis" and revolve around another, central object, then the rush of atmosphere would sweep mankind off the face of the planet. This understanding had remained unchallenged for fourteen hundred years. Medieval European culture, in a careful, heroic, and paradoxical effort to save the remnants of classical western civilization in a continent that had been plundered and divided by its own barbarian peoples, had come to focus almost fanatically on the saving grace of preservation. Monks devoted whole lifetimes to copying and illuminating the words of Aristotle and his disciples, along with other Greek and Roman luminaries and Christian saints; but any attempt to continue in the questing spirit that had enlightened these early artisans and thinkers was considered the gravest sacrilege. Copernicus, however, was convinced that nature tended to behave in the simplest and most economical of ways. He saw Ptolemy’s ponderous, complicated scheme of circles within circles to describe planetary motion as confusing and illogical. He was satisfied that Pythagoras’ earlier theory was correct, but was unable to empirically prove it. With no telescope (this wonderful machine would not come along to verify his theories for another hundred years), the cloistered monk was left to his own designs to observe and calculate data received from the heavens. And design he did. First, he cut slits into the walls of his observation room. Through these he plotted the stars that crossed a prescribed meridian. In a short time, he was able, by means of a home-fashioned quadrant, to measure the altitude of individual stars above the horizon. At about forty years of age, Copernicus wrote a short manuscript setting forth his observations and conclusions. Though he only circulated his treatise among trusted friends, somehow word of his ideas leaked out. Soon, scientists flocked to Frauenburg in search of the truth about the planets and stars. However, Copernicus’ loyalty to the Church was strong; he disliked argument, and he felt that if he wrote against the almost sacred decrees of Ptolemy, charges of heresy would be forthcoming. His theories went unpublished. At this time Copernicus and others also sought to reform the calendar, which Julius Caesar had introduced 1500 years before. These skilled men minutely calculated the amount of time-adjustment that needed to be made in order to keep the calendar in line with nature’s seasons, and inserted in their design (along with the Roman "leap-year" every four years) a one-day adjustment to be made every 128 years. They made these precise measurements of the earth’s orbital rhythms with only the clumsey arithmetical methods available at the time, and without those invaluable aids to precision in astronomy, the telescope and the pendulum. However, their ideas were rejected - until they became the foundation for the calendrical reform carried out by Pope Gregory XIII some years after Copernicus’ death. The astronomer’s next twenty years were devoted to careful observations and meticulous calculations. From these Copernicus composed a skillful masterpiece, Concerning the Revolutions of the Celestial Spheres, in which he cited evidence to help describe his detailed theories of planetary and lunar motion. This "Copernican" system of the universe expanded on the Pythagorean model, with the planets - respectively, Mercury, Venus, Earth (and its moon) Mars, Jupiter, and Saturn - revolving around a central sun. "... As if seated upon a royal throne, the Sun rules the family of the planets as they circle around him." These planets were ringed by what Copernicus termed the distant "Fixed Stars." Copernicus proposed that the earth hurtles rapidly through space; we do not sense its motion simply because we travel with the planet. The apparent motions we see in the heavens are in reality products of the earth’s rotation and revolution. These theories laid the groundwork for Galileo’s invention of the telescope, the planetary laws of Kepler, and Newton’s gravitation principle. The astronomer was never compensated for his work, nor, as a Churchman, did he expect compensation. On the contrary, he feared that undue publicity of his ideas would result in their official condemnation. Notwithstanding, Copernicus remained relentless in recording and documenting his beliefs. At age sixty, he finally delivered a series of lectures on his heliocentric universe in Rome, and was surprised when no papal censure followed. All the same, his findings were kept unpublished for nearly another decade, partly because he could never feel that they were quite ready to print - fresh observations were continually being added - and partly because he feared the storm of criticism which he was sure would be unleashed from all sides against these ideas. (And, in fact, a century later Galileo would receive, from both religious and philosophical movements that were at this time being instigated, persecution for teaching the very same concepts.) When at length Copernicus was persuaded to publish his book, he dedicated the work to the reigning Pope Paul III, the first in a line of more liberal, humane, and scholarly pontiffs. The "dedicatory note" was a masterfully bold, yet humble, plea: If there be some who, though ignorant of all mathematics, take [it] upon them to judge of these, and dare to reprove this work, because of some passage of Scripture, which they have miserably warped to their purpose, I regard them not, and even despise their rash judgement.... What I have done in this matter, I submit principally to your Holiness, and then to the judgement of all learned mathematicians. And that I may not seem to promise your Holiness more concerning the utility of this work than I am able to perform, I pass now to the work itself. On May 24, 1543, just hours before the astronomer-priest died of a stroke, the first printer’s copy of Concerning the Revolutions of the Celestial Spheres was placed into his frail hands. His book instantly aroused great interest, and motivated other scientists to proceed with further exploration into the precise, mathematical laws of motion.

• 

  玛丽·居里

  Scientist · 1858

  玛丽·居里1867年出生在波兰。童年时,她以超强的记忆力让人惊叹。她只有四岁就学会了阅读。 她的父亲是一位科学教授。他放在玻璃柜里的仪器让玛丽着迷。她梦想成为一名科学家,但这并不容易。她的家庭变得很贫穷,在18岁时,玛丽成为了一名家庭教师。她帮助妹妹支付在巴黎读书的费用。后来,她的妹妹帮助玛丽继续接受教育。 在那些日子里,波兰没有女子大学。所以,在1891年,玛丽前往巴黎的索邦大学。她非常贫穷,只能吃面包和黄油,喝茶。她穿着从华沙带来的旧衣服。 每天,她都会在图书馆里学习到晚上10点,然后回到她那间寒冷的小房间,一直读书到凌晨2点或3点。 在索邦大学学习四年后,玛丽与著名物理学家皮埃尔·居里结了婚。(物理学家是研究世界物理性质的科学家——研究事物的成分以及它们为什么这样做。) 居里夫妇开始一起寻找新元素。他们取来铀矿,将其研磨,然后煮沸。他们用酸和其他化学物质处理它。最后,经过四年的艰苦工作和数吨矿石,他们得到了十分之一克的纯镭。他们发现了第一个放射性元素！ 1903年,玛丽、皮埃尔和另一位科学家亨利·贝克勒尔因为发现镭和对放射性的研究而被授予诺贝尔物理学奖。玛丽·居里是第一位获得诺贝尔物理学奖的女性。后来,她又赢得了第二个诺贝尔化学奖。 在第一次世界大战期间,玛丽致力于开发X射线。她相信X射线可以帮助治疗癌症等疾病。她从不试图从她的发现中获利,因为她相信帮助他人。

• 教宗若望保禄二世(卡罗尔·沃伊蒂瓦)

  宗教领袖 · 1920

  教宗若望保禄二世(卡罗尔·沃伊蒂瓦),456年来首位非意大利籍教宗,也是首位波兰籍教宗。他于1920年5月18日出生在波兰瓦多维采。

犯罪信息

虽然波兰总体上暴力犯罪率较低，但街头犯罪的发生率属于中等水平，有时涉及暴力行为。主要城市针对居民和外国游客的犯罪率高于其他地区。 有组织的盗窃团伙和扒手活跃于主要旅游景点、火车站，以及主要城市的火车、有轨电车和公共汽车上。窃贼常以夜间列车为目标。列车上的扒窃行为大多发生在上下车时。一种常见的情形是，一群衣着整洁的年轻男性将您围住在列车狭窄的过道中，以假装试图从您身旁通过为由，对您进行推搡并实施扒窃。您应妥善保管护照、现金、信用卡和手机。汽车盗窃和劫车事件虽已大幅减少，但车内财物被盗以及公路抢劫未遂事件仍需警惕。请对示意您靠边停车或示意您的车辆存在问题的人保持警觉。一旦停车，您可能会突然发现自己被来自另一辆车的窃贼包围。如果遇到有人示意您的车辆存在问题，请继续驾驶，直至到达安全地点（如人流密集的加油站、超市，甚至警察局）后再检查车辆。曾发生过窃贼趁车辆缓行或停驶时打开或砸破乘客侧车门及车窗，从乘客座位上盗取钱包或公文包的事件。请记住保持车窗关闭、车门上锁，并使用停车场及防盗装置。请勿将贵重物品放置在车内显眼处，以免增加被盗风险。 拥有亚裔和非裔背景的美国公民反映，他们在波兰旅行期间曾遭受言语骚扰和人身攻击。 根据波兰法律，如果波兰警方提出要求，您必须出示旅行证件、居留许可证或外交部颁发的身份证件以证明您的身份。近期，边境警卫队（Straż Graniczna）已加强对来自边境国家或途经边境国家的列车进行随机旅行证件检查。边境警卫在要求查验护照及其他旅行证件时，可能身着便服，并使用手持扫描仪对证件进行扫描核验。如果您是游客，这意味着您需要随身携带护照。请在旅行途中确保护照安全，以防发生扒窃或盗窃事件。请将护照个人信息页（以及任何含有有效签证的页面）的复印件保存在与护照本身分开的安全地点；如果护照丢失或被盗，这将有助于您申请补办新护照。 您只应在银行或合法的货币兑换亭兑换货币。街头陌生人提出兑换货币的所谓"合法"要约极为罕见，几乎可以肯定是诈骗行为。自动取款机（ATM）在波兰各主要城市均广泛设置。大多数波兰自动取款机提供多语言操作说明，并支持访问美国银行账户。 据媒体报道，犯罪组织通过在公共自动取款机上非法安装电子"读卡器"，窃取受害者的银行卡卡号和密码。请尽量使用位于安全性较高或人流密集且受到监控的场所的取款机，例如商业银行、大型酒店、购物中心和机场内的取款机。您应在离开美国之前将所有国际旅行计划告知您的银行，并在旅行结束后监控您的个人银行账户。 对于绝大多数游客而言，波兰的酒吧和舞厅通常是安全的。然而，与许多城市一样，可能会有人向您兜售违禁药品，此类行为在波兰属于违法行为。请注意，夜总会的安保人员采取的应对措施可能比美国同类场所更为强硬。虽然赌场和博彩场所受政府监管，但部分场所与有组织犯罪存在关联，或已引起有组织犯罪的关注。 请勿购买假冒和盗版商品，即使此类商品随处可见。将此类物品带入美国不仅违法，购买此类商品还可能违反波兰法律或欧盟法律。