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
LiaoningNormalUniversity
()
本科生毕业论文(设计)
题目:
中英教育制度对比及其意义
学院:
外国语学院
专业:
英语(师范)
班级序号:
3班15号
学号:
学生姓名:
指导教师:
TheComparisonandImplicationofEducationSystemsinChinaandUK
AThesisSubmitted
InPartialfulfillmentforthe
RequirementsoftheDegreeof
BACHELOROFARTS
SchoolofForeignLanguages
LIAONINGNORMALUNIVERSITY
May,2009
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.Theaimofqualityeducationshouldbethededicationtoimprovingthreespecial
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- 教育制度 及其 意义