中英教育对比英语版Word格式文档下载.docx
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中英教育对比英语版Word格式文档下载.docx
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Asweallknowtheteenagersarethehopeofacountryandeducationisawaytopromotethemtobecomeapeoplewhocontributetothesociety.Soeducationisahugeprojectofacountryinsomewaydecidesthefutureofacountry.Fromthisdiscussion,wecommunicatewitheachotherandlearnmoreabouteducationofUK,includingtheCompulsoryeducationandthehighereducationandweknowwehavetolearnmorefromthemoreprefecteducationsystemfromothercountriesifwewanttodobetterinoureducation.
Scorerforeachmember:
Shuqing(钟淑清)8discussinEnglishandprovideinformation
Liqiong(张丽琼)9discussinEnglishandprovideusefulinformation
Jindi(蔡金娣)7speakEnglishlessandprovideinformation
Liguo(黄理国)8speakEnglishlessbutprovideusefulinformation
Huahong(苏华虹)9discussinEnglishandencouragegroupmemberstospeakEnglish
Body
Schooleducationisakindofsocialactivities.Itisbeardbyafull-timestaffandspecializedagencies,whichhaspurpose,systematic,andorganized.Schooleducationwantstoinfluencethephysicalandmentaldevelopmentoftheeducatedasadirecttarget.Becauseofthesameproposeofschooleducation,therearesomesimilaritiesintheeducationofBritainandChina.
Thesimilaritiesincludethebelowfactors:
1.BothinChinaandBritain,schooleducationincludesprimaryeducation,secondaryeducationandhighereducation.2.EmphasizethedevelopmentofstudentsonEducationalphilosophy.Britainexpertsstresssuchaneducationalphilosophy,"
EveryChildMatters"
.Thisisreflectedinensuringthesafetyofchildren,ensuringthehealthofchildren,ensuringthemenjoyschoollife,ensuringthemlearnsomethingandreceivesomething,andensuringthemknowhowtomakeapositivecontributiontothesociety.ThisisinterlinkedwithChina'
s"
ThreeAll"
(whichmeansallforstudents,forstudentsinallandforallstudents)inessence.3.Emphasizeteachers’professionaldevelopmentandcontinuingeducationinteachers’training.BothChinaandBritainattachimportancetotheprofessionalismofteachers,focusontrainingtheirownquality.
Becauseofdifferenthistory,cultureandeconomicstrength,ChinaandBritainhavedifferenteducationways,mainlyreflectedineducationalthinkingandeducationalmethods.1.thedifferentthinking:
Chinaattachesimportancetotheknowledge-education,butBritainattachesimportancetothecapacity-education.WiththedeepinfluenceofConfucius'
sidea,Chinafocusesontheimportanceofknowledgeeducation.Teachersteachstudentswhatevertextbookshave;
theexaminationcannotbreakawayfromtextbooks.Evenwhenchildrengohomeafterschool,parentsstillaskthemtotakeouttheirtextbooksandletthemconsolidatethecontenttheyhavelearnedintheclass,thenfamiliarwiththenewcontent;
theycannotgetridofthefixedframeworkofknowledge-educationmodel.ButtheBritishteachersfocusoncapacity-education,theystressthatthestudentscanfamiliarwiththethingsandphenomenawhattheywanttoknowabout,thenunderteachers’instructionandguidance,theycanfindtherightanswersanddiscovernewknowledge.Britishteacherspaymoreattentiontotrainthechildren’ssenseofindependence,andletthemtotaketheinitiative.2.Thedifferentmethod:
thetwocountrieshavedifferentwaystoachieveitsgoalineducation,forinstant,theBritishstudentslearnmoresubjectsthantheChinesestudentswhiletheChinesestudenthavetostudyinschoolforlongertime;
theclassgenerallyconsistsofmorethan60students,twiceoftheBritish.;
theteachingwayinChinaisalmosttheteacher’slectureswhileinBritain,thestudentsdoexperimentbythemselvesanddiscussmore.3.Thedifferencealsoreflectsinthecentreoftheclass.TheteachingclassinChinatakesteachersasthecenter.Inlecturesanddiscussions,studentsprefertotheformer.Studentshopeteacherscanteachalloftheknowledgeaboutonetheme,butnotwillingtobeaskedquestionsbyteachers.InthetraditionalclassinChina,wealwayscanseethatteachersstandontheplatformrelatingthingsfrombeginningtoending,butnotaskforquestions.TheteachingclassinBritaintakesstudentsasthecenter.Teachandlearnisdecidedbystudentatlargeextent.Theclasslookslikeadiscussionmeeting-place,teachersappearasthestatusofmacroscopicmonitors,theyteachlittle,andgivetimetostudents.Teachersdon’tusegreatefforttoexplainthequestionclearly,buttrytoguidestudentstofindsthemselves.Inthisclass,studentsmustthrowthemselvesinactivelythought,soitproducesenthusiasticandvividdiscussion.Whenstudentsmeetquestionsthattheyarehardtounderstand,theywillaskteachersforhelpimmediatelyandteacherswilltrytoguidestudent’sthoughtonceagainuntilquestionsareallbesolved.Ofcourse,thiscontinuouscommunicationbetweenteachersandstudentsisgoodtostudent’sstudy,itatlargeextentdevelopedthestudent’sabilityofindependentthinking.
Inaddition,thereisalsodifferencebetweenthetwocountriesinotheraspects.BritainhasmorecompulsoryyearsofeducationthanChina(11yearsinBritainand9yearsinChina),whilethehighereducationhaslessyears,Britisheducationspendonlythreeyearsinuniversityandoneyeartogetamasterdegree.Andtermarrangementsarealsodifferent.TherearetwosemestersinChinaandtheBritainhasthreeterms.ThedistributionsystemofteachersbetweenChinaandBritainisalsodifferentandsoon.Allofthesereasonsresultfromdifferentteachingmethods.
FromthedifferenceofeducationbetweenUKandChina,weourgroupmembersconcludethatthereissomethingofBritisheducationworthreading.Firstly,studentisthecenteroftheclassinBritainandtheycanchoosewhattolearnandhowtolearn.Theirteachersmartiainthattheaimofstudentsstudyistoknownewthings,butnottorecitecontentstheyhaveknown.Thistypeofclassarisestudent’sgreatinterestinstudying.Secondly,theChineseteachersteachstudentwhattoknowandhowtodowhiletheBritishteachersarejustguiders.Studentsareencouragedtosearchinformationofthenewthingstheyareinterestedbythemselvesanddoexperimenttodiscoversomethingnew.Noonewouldtellyouwhattolearn,howtogo,whatyouneedtodoistoexplore,totry,tofindbyyourself.Itreallybenefitsstudentsandimprovetheirindependence.
Wehavetalkedabouttheprimaryschoolandmiddleschoolbuthowaboutthehighereducationsuchtheuniversities.Asweallknow,theOxfordUniversityandCambridgeUniversityistheworld-famousuniversitiesinBritain.WhenthecabinetministersofUKwenttouniversities,theynearlyallwenttooneortheotherofthesetwo.Astheworld-famousuniversities,whatarethefeaturesofthesetwouniversitiesaremostadmired?
ThetwowidelyadmiredfeaturesofOxfordandCambridge:
arethecollegesystemandthetutorialsystem.
ThecollegesystemofOxfordandCambridge:
isonewherebyallstudentsliveincollegeduringatleastpartoftheircourse.TherelationbetweenuniversitiesandthecollegeisjustlikethatbetweenthecentralgovernmentandlocalgovernmentinUnitedStated,theOxfordUniversityandCambridgeUniversityprescribessyllabi,arrangesexaminationandawarddegree.Thecollegeisresponsibleforthestudents’lifeandthestandardandthetimeofadmittingstudentsisdecidedbyeachcollege.Thevalueofthissystemliesinfosteringacommunityspiritinwhichausefulminglingofintelligencecantakeplace.Inouropinion,thecollegesystemshouldbeextendedtoourcountriesbecausethiskindofsystemtakethecharacteristicsandthedifferentThedifferentrequirementsofthedevelopmentofdifferentmajorsintoaccount,anduniversitiesprovidemorefreedomforitscollegeandmeanwhileintheendofayear,theuniversitycanrankforthecollegeinaccordancewiththeresultsofallcollegeundergraduates,accordingtocertainrulesofscoring.Therankingcanpromotecompetitionbetweencolleges.
TheotherfeaturethatiswidelyadmiredisthetutorialsystemofOxfordandCambridge.Itisonewherebyeachstudentgetspersonaltuitiononceaweekinhistutor’sownroom.Eachstudentgetpersonaltuitiononceaweekinhisorhertutor’sroom,sittinginanarmchairandreadingoutanessaywhichheorshethetutorthendiscuss.This,withaweeklyprogrammerofprivatestudy,isconsideredsoimportantatOxfordandCambridge.Thetutorialsystembenefitsstudentsalotsinceitprovidestudentsopportunitytocommunicatewithhisorhertutoranddiscussproblemswiththem,andalsotheycanaskquestionsconvenientlywhentheyareconfused,Inthisway,itdoeshelpstudentstobroadenhorizonsandencouragetheungraduatestothinkmorewhenquestionisgivenoutbytheirtutorsthereforeitisofgreatimportancetoextendthistutorialsysteminourcountryifwewanttoImprovethequalityofthehighereducation.HoweveritseemsnoteasytocometrueinChinaforlackofteachersandlargenumberofungraduates.Inmycollege,wealsohavethetutorialsystem.Ateamoffourstudentshasatutorwhilewedidn’tmeetonceaweekletalongdiscusstopicstogether.EvenIjustmeetmytutorsincethefirsttermofmyuniversity.Soinourcountry,tutorialsystemexistsbutdoesn’tplayanimportantroleinuniversity.Onlyifweuseitinaproperwaywillitbenefitusandthehighereducationofourcountry.
Withthegreatdevelopmentofsociety,nomatterinChinaorBritain,thehighereducationhasmadeagreatprogress,forexample,inChina,moreandmoreuniversitiesarefoundedandmoreandmoreseniorschoolstudentsareadoptedbecauseof
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