中英教育制度对比及其意义.docx
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中英教育制度对比及其意义.docx
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中英教育制度对比及其意义
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中英教育制度对比及其意义
篇一:
中英教育制度对比
thecomparisonandimplicationofeducationsystemsinchinaanduk
intRoduction
initsbroadsense,educationreferstoanyactorexperiencethathasaformativeeffectonthemind,character,orphysicalabilityofanindividual.initstechnicalsenseeducationistheprocessbywhichsociety,throughschools,colleges,universities,andotherinstitutions,deliberatelytransmitsitsculturalheritage—itsaccumulatedknowledge,values,andskills--fromonegenerationtoanother.
thepeoplesRepublicofchinahasanationwidesystemofpubliceducation,whichincludesprimaryschools,middleschools(lowerandupper),anduniversities.nineyearsofeducationistechnicallycompulsoryforallchinesestudents.educationinchinaistheresponsibilityoftheministryofeducation.theeducationsystemprovidesfreeprimaryeducationforsixyears(someprovincesmayhave5yearsforprimaryschoolbut4yearsformiddleschool),startingatagesevenorsix,followedbysixyearsofsecondaryeducationforages12to18.atthislevel,therearethreeyearsofmiddleschoolandthreeyearsofhighschool.theministryofeducationreporteda99%attendancerateforprimaryschoolandan80percentrateforbothprimaryandmiddleschools.sincefreehighereducationwasabolishedin1985,applicantstocollegesanduniversitiescompetedforscholarshipsbasedonacademicability.privateschoolshavebeenallowedsincetheearly1980s.thepopulationhashadonaverageonly6.2yearsofschooling,butin1986thegoalofnineyearsofcompulsoryeducationby2000wasestablished.
toprovideforitspopulation,chinahasavastandvariedschoolsystem.therearepreschools,kindergartens,schoolsforthedeafandblind,keyschools(similartocollegepreparatoryschools),primaryschools,secondaryschools(comprisingjuniorandseniormiddleschools,secondaryagriculturalandvocationalschools,regularsecondaryschools,secondaryteachersschools,secondarytechnicalschools,andsecondaryprofessionalschools),andvariousinstitutionsofhigherlearning(consistingofregularcollegesanduniversities,professionalcolleges,andshort-termvocationaluniversities).intermsofaccesstoeducation,chinassystemrepresentedapyramid;becauseofthescarcityofresourcesallottedtohighereducation,studentnumbersdecreasedsharplyatthehigherlevels.althoughthereweredramaticadvancesinprimaryeducationafter1949,achievementsinsecondaryandhigher
educationwerenotasgreat.althoughthegovernmenthasauthorityovertheeducationsystem,thechinesecommunistpartyhasplayedaroleinmanagingeducationsince1949.thepartyestablishedbroadeducationpoliciesandunderdengxiaoping,tiedimprovementsinthequalityofeducationtoitsmodernizationplan.thepartyalsomonitoredthegovernmentsimplementationofitspoliciesatthelocallevelandwithineducationalinstitutionsthroughitspartycommittees.partymemberswithineducationalinstitutions,whooftenhavealeadingmanagementrole,areresponsibleforsteeringtheirschoolsinthedirectionmandatedbypartypolicy.
educationintheunitedkingdomisadevolvedmatterwitheachofthecountriesoftheunitedkingdomhavingseparatesystemsunderseparategovernments.theukgovernmentisresponsibleforeducationinenglandwiththesecretaryofstateforchildren,schoolsandFamiliesandthesecretaryofstateforinnovation,universitiesandskillsleading,thoughthedaytodayadministrationandfundingofstateschoolsistheresponsibilityoflocaleducationauthorities.thescottishgovernmentisresponsibleforeducationinscotlandwiththecabinetsecretaryforeducationandlifelonglearningleading.thewelshassemblygovernmentisresponsibleforeducationinwalesandthenorthernirelandexecutiveresponsibleforeducationinnorthernirelandwiththeministerforeducation,currentlycaitríonaRuane(sinnFéin),leadingthoughresponsibilityatalocallevelisadministeredbyfiveeducationandlibraryboards.
ineachcountry,education,thoughnotschoolattendanceismandatoryandattendanceatprimaryandsecondaryisnearlyuniversal.thoughmostpupilsareeducatedinstateschools,thereisalsoanimportantprivatesector.similarly,mostuniversitiesintheunitedkingdomarestatefunded,thoughthereisoneprivateuniversityinengland-theuniversityofbuckingham-wherestudentsarerequiredtopayallthecostswithoutstatesupport.
therearealotofdifferencesbetweentheeducationsystems,whichcausedbyalotofreasons,suchasculturedifferences,economicreasons,andconcepts,etc.
keywords:
educationsystem;innovation;independence;suggestions
chapterone
thecompaRisonoFeducationsysteminchinaanduk
chinahasalonghistoryineducation.educationsystemhasbeenevolvedfromgenerationtogeneration.butthemostaccomplishedperiodistheonesince1960s,thatistosay,afterpeoplesRepublicofchinaestablishing,especiallyforadaptingtotheeconomic
modernization.thepost-maozedongchinesecommunistpartyleadershipviewededucationasthefoundationoftheFourmodernizations.
1.1chineseeducationsystem
dengxiaopingsfar-rangingeducationalreformpolicy,whichinvolvedalllevelsoftheeducationsystem,aimedtonarrowthegapbetweenchinaandotherdevelopingcountries.modernizingeducationwascriticaltomodernizingchina.devolutionofeducationalmanagementfromthecentraltothelocallevelwasthemeanschosentoimprovetheeducationsystem.centralizedauthoritywasnotabandoned,however,asevidencedbythecreationofthestateeducationcommission.academically,thegoalsofreformweretoenhanceanduniversalizeelementaryandjuniormiddleschooleducation;toincreasethenumberofschoolsandqualifiedteachers;andtodevelopvocationalandtechnicaleducation.
auniformstandardforcurricula,textbooks,examinations,andteacherqualificationswasestablished,andconsiderableautonomyandvariationsinandamongtheautonomousregions,provinces,andspecialmunicipalitieswereallowed.Further,thesystemofeollmentandjobassignmentinhighereducationwaschanged,andexcessivegovernmentcontrolovercollegesanduniversitieswasreduced.
nowadaysthequalityeducationhasalreadyarrestedpeoplesattentionsforitsuniqueimportance.theaimofqualityeducationshouldbethededicationtoimprovingthreespecialqualitiesamongthestudents,thatis,qualityofthelaborer,ofthecountry,andofthenation.qualityeducationhasfouraspects---moral,intellectual,physicalandlabor.
moreover,itisnecessarytorealizethreegreatchangesinthelongprocess,thatis,tochangefrommerelycultivatingtheminoritystudentsoftopnotchtoimprovingthequalityofthecollectivity,tochangefrommerelyemphasizingtheintellectualeducationtotheall-aroundoneexpandedtomorality,phsique,aestheticsandlabor,andtochangefromeducationofexaminationtothatforthesocialistmodernization.allthisembodiestheurgentadaptationtothechallengingcompetitionsinthecurrentsociety.soqualityeducationcanbeseenas“thebiggestleap”inthereformofeducationsystem.
inchina,educationisalwaysanimportantpartofpeople’slife.theeducationisdividedintothreecategories:
basiceducation,highereducation,andadulteducation.thecompulsoryeducationlawofstipulatesthateachchildhasnineyearsofformaleducation.studentsenteraprimaryschool,secondaryschool,collegeanduniversityandthengetdegrees.although,chinahasagreatcivilizationfromoldtonow,itseducationsystemisnotasperfectasweexpect.studentsstudyenglish,chinese,mathastheirmajorcourses,andthenstudybiology,geography,history,politic,physical,chemistryandpe.pupil’scurriculumisnotasinteresting
astheuk’sandtheusa’s,becauseduringschool,theyaretaughtmusic,artandsoon.aschinesestudents,theyhavetoomuchstress.theymuststudyhard;otherwisethereisnowaystoasplendidfuture.
themostattractivepointinchineseeducationsystemisthatchinesepeopleemphasizethetraditionalknowledge,whichmakesthestudentshaveasolidfoundation.itisobviousthatchildreninourcountrylearnmoreinthechildhood.butthewesternstudentslearnslowly.
manyschoolsmanagethewholestudentsstrictly.moreover,alargenumberofteachersareseriousandresponsible.studentsareconcentratedintheclassandownstrongknowledge,whichhasacloserelationshipwiththesuccessinolympiadcompetition.
thedefectsaremoreinchineseeducationsystem.Firstly,itlacksofcultivatingstudents’senseofinnovation.thereasonisthatchinaisadoptingtheformoftheexam-orientededucation.creativethinking,suchasfeelerguess,adventuroushypothesisandwaysofthinkinglikeintuitionandinspiration,isthesignificanttermtobreakthroughcommonthinking.therapiddevelopmentoftechnologyrequiresencyclopediaknowledgeandbreakingthroughth
eroutinewayofthinking.soitcanchangeknowledgetothefoundationofcreativity.itisimportantforstudentstohavecreativityinsocietyaftertheygraduate.itiscommonthatteachersinschoolsemphasizebookknowledge,promoterote,useastandardanswer,doalotofexercisesandcausesuppressioninpersonalitydevelopment.somanystudentsfeeltiedwhentheyarelearningtheknowledge,evenboring.therefore,thecreativityisoutofminddaybyday.thatistosay,itisnottruethatchinesestudentsdonotbebornwithsenseofinnovation.butitisdisappearingundertheinfluenceofenvironmentimpact.
althoughitisbetterafterthecountryadoptthequalityeducation,itexistssomedissatisfaction.accordingtosurvey,eightypercentofthestudentsthinkqualityeducationisnoteffective.theystillconsiderthatthecountryeducationdoesnotcultivatethestudents’ability.studentshavesomeheavyburdenaswell.ifthereisanappropriateenvironmentprovidingspacesforstudentstodeveloptheirthirstforknowledge,itwillimprovestudents’senseofinnovation.
anotherdefectofchineseeducationsystemisthatitcannotcultivatestudents’otherabilities.manystudentsknowabouttheknowledge,buttheydonotknowhowtopracticeinreality.
1.2britisheducationsystem
inuk,thepurposeofschoolistoprovidechildrenwithliteracyandotherbasicskills.theywillneedtobecomeactivemembersofsociety,andalsosocialize.inbritain,one’s
coursesdecidedhisfuture.whereyouareeducatedisstillveryimportanttoyourlife.andpracticaldecisionwascarriedoutbylocaleducationauthorities,locatedatregionalorcitylevels,whichbasedtheirpoliciesonlocalconditionwhilethecentralgovernmentonlysetbroadeducationpolicyguidelinesandprovidedfunds.somechildrengotoindependentschoolsrunbyprivateorganizations,forwhichtheirparentshavetopayfees.afewgotopublicschools,suchasetonandharrow.youngerchildrenmayattendaprivatepreparatoryschool(orpreschool)untiltheageof13.someparentsmaysendtheirchildrentoprivateschools,evenifthisisagainsttheirprinciples,becausetheythinkthattheirchildrenwillreceiveabettereducation.allchildrenmuststudyenglish,mathematics,science,religiouseducation,history,geography,technology,musicart,peandmodern
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