中英教育制度对比及其意义.docx

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

Abstract

Chinahasalonghistoryineducation.Theeducationsystemisbeingconsummatedgradually，WhileTheGreatBritainisthetypicalrepresentativeofwesterneducator,whoownsmoreadvancededucationsystem.Accompanyingwiththelargeextentofgoingabroad,itisnecessarytothinkaboutthereasonwhysomanyChinesestudentswanttostudyabroad.Sointhearticle,itisessentialtocomparethetwoeducationsystem.ThearticleanalysistheChineseeducationsystem,andgivessomepersonalsuggestions.

ThemostattractivepointinChineseeducationsystemisthatChinesepeopleemphasizethetraditionalknowledge,whichmakesthestudentshaveasolidfoundation.Itisobviousthatchildreninourcountrylearnmoreinthechildhood.Butthewesternstudentslearnslowly.Innovationandcreativityarethemostdifferentpointbetweentheeducationsystems.Sometimes,Chineseeducationlimitstudentssenseofinnovation.

Thewholearticlehasfourparts:

inthefirstchapter,itisthecomparisonofeducationsysteminchinaandUK.ItcontainsChineseeducationsystemandeducationsysteminUK.Thetwohavetheirownmeritsanddefects.Inthechaptertwo,itisthehighereducation.ItisdividedintothehigheducationinchinaandthehighereducationsysteminUK,andthethirdchapterissuggestionsaboutimprovingChineseeducationsystem.

Keywords:

EducationSystem;Innovation;Independence;Suggestions

摘要

中国的教育历史十分悠久，教育体制也逐渐变化完善，而英国作为西方教育的代表，也拥有先进的教育体制，越来越多的学生选择在国外留学，所以，在本文中将两国教育体制进行对比，并对中国的教育体制进行评价、分析、并提出合理化建议。

中国教育制度的最大特点是重视传统教育，在这种教育方式下，中国学生的基础普遍比较扎实，但是英国的教育体制却令学习过程变得漫长，基础不扎实是英国学生的普遍特点。

两国教育最大的不同点是创新和创造力。

中国的高等教育由于注重学术氛围，往往实践部分不够，这就导致学生动手能力的匮乏，而英国的高等教育却恰恰相反。

全文分做三个部分，第一部分将就两国的教育体制进行比较，优缺点比较。

概括地说明西方教育的优点包括重视学生学会独立思考,重视创新能力。

第二部分着重讨论两国的高等教育，中国近些年来的发展变化对中国的教育体制的影响。

在第三部分将就以上论述的基础上来表达对中国教育体制改革的建议。

关键词：

教育体制;独立;创新;建议

TableofContents

INTRODUCTION………………………………………………………………………….......1

ChapterOneTHECOMPARISONOFEDUCATIONSYSTEMINCHINAANDUK…..3

1.1ChineseEducationSystem...........................................................................................…...3

1.2EducationSysteminUK…………………………………………………….………..….5

ChapterTwoTHEHIGHEREDUCATION......................................................................…...7

2.1TheHighEducationinChina……………………………………………………………..7

2.2TheHigherEducationSysteminUK…………………………………………….…....…8

ChapterThreeSUGGESTIONSABOUTIMPROVINGCHINESEEDUCATIONSYSTEM.......................................................................................................................10

3.1ImprovingtheConceptionofEducation………………………………………....….….10

3.2ImprovingtheSystemStructure……………………………………………………...…11

CONCLUSION..............................................................................................................12

WorksCited..........................................................................................................................….14

Acknowledgements..................................................................................................................16

INTRODUCTION

Initsbroadsense,educationreferstoanyactorexperiencethathasaformativeeffectonthemind,character,orphysicalabilityofanindividual.Initstechnicalsenseeducationistheprocessbywhichsociety,throughschools,colleges,universities,andotherinstitutions,deliberatelytransmitsitsculturalheritage—itsaccumulatedknowledge,values,andskills--fromonegenerationtoanother.

ThePeople'sRepublicofChinahasanationwidesystemofpubliceducation,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,secondaryteachers'schools,secondarytechnicalschools,andsecondaryprofessionalschools）,andvariousinstitutionsofhigherlearning（consistingofregularcollegesanduniversities,professionalcolleges,andshort-termvocationaluniversities）.Intermsofaccesstoeducation,China'ssystemrepresentedapyramid;becauseofthescarcityofresourcesallottedtohighereducation,studentnumbersdecreasedsharplyatthehigherlevels.Althoughthereweredramaticadvancesinprimaryeducationafter1949,achievementsinsecondaryandhighereducationwerenotasgreat.Althoughthegovernmenthasauthorityovertheeducationsystem,theChineseCommunistPartyhasplayedaroleinmanagingeducationsince1949.ThepartyestablishedbroadeducationpoliciesandunderDengXiaoping,tiedimprovementsinthequalityofeducationtoitsmodernizationplan.Thepartyalsomonitoredthegovernment'simplementationofitspoliciesatthelocallevelandwithineducationalinstitutionsthroughitspartycommittees.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.

ChapterOne

THECOMPARISONOFEDUCATIONSYSTEMINCHINAANDUK

Chinahasalonghistoryineducation.Educationsystemhasbeenevolvedfromgenerationtogeneration.Butthemostaccomplishedperiodistheonesince1960s,thatistosay,afterPeople'sRepublicofChinaestablishing,especiallyforadaptingtotheeconomicmodernization.Thepost-MaoZedongChineseCommunistPartyleadershipviewededucationasthefoundationoftheFourModernizations.

1.1ChineseEducationSystem

DengXiaoping'sfar-rangingeducationalreformpolicy,whichinvolvedalllevelsoftheeducationsystem,aimedtonarrowthegapbetweenChinaandotherdevelopingcountries.ModernizingeducationwascriticaltomodernizingChina.Devolutionofeducationalmanagementfromthecentraltothelocallevelwasthemeanschosentoimprovetheeducationsystem.Centralizedauthoritywasnotabandoned,however,asevidencedbythecreationoftheStateEducationCommission.Academically,thegoalsofreformweretoenhanceanduniversalizeelementaryandjuniormiddleschooleducation;toincreasethenumberofschoolsandqualifiedteachers;andtodevelopvocationalandtechnicaleducation.Auniformstandardforcurricula,textbooks,examinations,andteacherqualificationswasestablished,andconsiderableautonomyandvariationsinandamongtheautonomousregions,provinces,andspecialmunicipalitieswereallowed.Further,thesystemofenrollmentandjobassignmentinhighereducationwaschanged,andexcessivegovernmentcontrolovercollegesanduniversitieswasreduced.

Nowadaysthequalityeducationhasalreadyarrestedpeople'sattentionsforitsuniqueimportance.Theaimofqualityeducationshouldbethededicationtoimprovingthreespecialqualitiesamongthestudents,thatis,qualityofthelaborer,ofthecountry,andofthenation.QualityEducationhasfouraspects---Moral,Intellectual,PhysicalandLabor.

Moreover,itisnecessarytorealizethreegreatchangesinthelongprocess,thatis,tochangefrommerelycultivatingtheminoritystudentsoftopnotchtoimprovingthequalityofthecollectivity,tochangefromme