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论文题目：Status of China education and rethinking
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The University of Huddersfield
School of Education & Professional Development
GUANGDONG POLYTECHNIC NORMAL UNIVERSITY
Status of China education and rethinking
Introduction to China education
A good education has always been highly valued in China, as the people believe that education ensures not only the future and development of the individual but also the family and the country as a whole . Traditional Chinese philosophy emphasises education above all other values. Thus, learning continues to be an important issue in Chinese society today; a high standard of education is related with higher social status that makes the great majority of parents have high expectations for the educational achievements of their children.
This, together with the introduction of the one child policy, makes that parents giving great sacrifices in order to ensure that their children receives the best possible education . Parents - and whole families - place their hopes in the educational success of their single child. The children may realized (probable too aware) of the responsibility on their shoulders and the importance placed on their educational achievements.
It has been nearly forty years after the founding of the People’s Republic, along with the reform and opening-up policy, education run into a new era. The 1986 Compulsory Education Law of the Peoples Republic of China was a major step , aiming to decentralise control of education and enrol the millions of children not attending school at that time. (Due to the culture conflict between the traditional Confucianism and the Socialism, the 10 years Culture Revolution (1966 - 1976) appeared. In those 10 years, China’s formal education has been almost suspended.) These children included those in rural areas, girls, and those from minority ethnic groups. The Act insured the right to at least nine years of education for all school-age children (six years of primary and three years of junior high school education) and placed the management of primary and junior high school at district or county level .
Overview of teaching and learning in China
In most Chinese schools students are mostly learning through listening, note-taking and reading the textbook. Activities such as problem solving, critical analysis, collecting evidence and presentation are uncommon, and only a few schools will be little emphasize on study skills .#p#分页标题#e#
However, in recent years the government has been encouraging the use of new approaches which place the pupil at the centre of classroom activity, with more interaction between teachers and students, and use of new technology.
Twenty years ago there was an enormous shortage of qualified teachers in China. Today, most teachers have had appropriate training and teachers tend to be younger - most under 45 years old.(Guangming Daily,2007)
In urban areas, good quality schools - known as key schools - manage to generate funds by recruiting students from outside their school district and charging fees.
These key schools are able to attract good students and good teachers by paying them bonuses. A teacher in an urban school may earn three times the salary of a teacher in a rural province. These differences result in a massive flow of competent teachers from rural to urban schools. The biggest challenges for the education system in China today centre around improving standards in rural schools and there are a number of innovative schemes to encourage pupil attendance and incentivise teachers to work in these institutions .
Variety malady in education
Education is a huge basic project of a country which needs invest much with the efforts of entire society. It may say that china education which of the last fifty years, especially since reform and opening-up, decides the feature of the country and society. Today, there still many problems and dormant troubles in the society which all necessary connection with education .
1. Chinese student is too tired to study.
See from the history of china education, nowadays the students are even wearier than those examinees of Keju(Imperial Examination System)in ancient times, mostly expression is too much homework to do. From morning till night, specially when middle school entrance examination and university entrance examination coming, the student may have 6,7 major course and need to finish 4,5 examination paper for each day, nevertheless, most students are force to attend tutorial school when weekend and vacation. Thus, after the examination especially the university entrance examination, students will mostly throw, kick or even tire up the textbooks to express their grievances to the examination-oriented education system .
However, is that true if a student grasp as much book knowledge as he can will advance he’s quality and creativity? To avoid suffering from the examination-oriented education system nowadays many of Chinese elite migrate abroad. Liberate student from the heavy study and homework is consider as one of most important step of china education.
2. Most Chinese students have undergone nervous strain towards study.
The tense atmosphere is always surrounds the students. No matter weekly practise, monthly exam, mid-term exam or final exam, schools would publish the ranking of students in a poster and announce when Parent Teacher Conference. Those come out top in the exam will of course tread on air while the pressure of stay ahead and to lose face if drop behind will also continuously brings inquietude and depressed to them. Some Chinese students fall into a long-term melancholy due to lose in one exam, some even leave school. As we all known, it is impossible that everybody is the first and there must be a last one in the class, besides different people have different talent which means different scores is reasonable. #p#分页标题#e#
The expensive school fee is also one of the main reasons which cause psychological harm to student. Nowadays, most schools cost more than 10,000 RMB for each year, it is much higher than the net income of 60% family, and the total school fee from senior middle school till graduate from the university would above 70,000RMB which is 40 times higher than 20 years before, meanwhile, state revenue has increased 20 times when common family only increased 4 or 5times. As university fee for instance, some report has point out that for each year hundred billion of school fee is charge without any equitable reason and has been use to nowhere.(Xinmin Evening News, 2007)
Some parents are giving too much pressure to their children due to they place all their hopes in the educational success of their single offspring. Some parents always ask their children to reach a high score, to be harder on student which means he can attend a key school, some even punish their children public.
3. The creativity of Chinese student has been smothered by the examination-oriented education system.
It is too rigid only learning through listening, note-taking and reading the textbook, this is the most problem in china education, student can only remember the correct answer and can not willing to ask many question especially when student baffle the teacher, probably the teacher would feel impatient and reprimanded the student . They treated student as a robot instead of a dynamic independent individual. Recited too much book knowledge will certain reduce the ability of explore science and develop new technique which includes imagination, logical thinking, etc.
As Smith cited In order to appeal to learners’ interests, Herbart advocated using literature and historical stories instead of the drier basal readers that were popular at the time. Whereas the moralistic tales in many of the primers and readers of the period were predictable and allegorical, Herbart felt that children would appreciate the psychological and literary nuances of the masterpieces of the canon. (Smith, 2002)
4. The human nature of Chinese children is not release and satisfies.
The characteristic of China education is to cultivate entire student into a same mode, no matter thinking, talking or activity. The difference between home environment and school environment brings much discomfort to student which would make them confuse. Children can happily play at home, can exchange their thought with parents, can cry when they suffer wrong, etc, parents will not rebuke or sneer their children as it is common behavior. When in school, students are ask to keep up with teachers, must seriously comprehend each sentence teachers tell, do not ask silly question cause others may laugh at you, and it is not polite to doubt the teachers, in a word, to be a good student with good learning habit; behave with decorum whenever in school.
Miller agrees with herbartiannism that, abilities were not innate but could be instilled, so a thorough education could provide the framework for moral and intellectual development. In order to develop an educational paradigm that would provide an intellectual base that would lead to a consciousness of social responsibility, Herbart advocated that teachers utilize a methodology with five formal steps: Using this structure a teacher prepared a topic of interest to the children, presented that topic, and questioned them inductively, so that they reached new knowledge based on what they had already known, looked back, and deductively summed up the lesson’s achievements, then related them to moral precepts for daily living. (Miller, 2003) #p#分页标题#e#
5. Chinese students are inadequate of the dignity and self-confident.
Build up and defend student dignity should star from home education which http://www.ukassignment.org/ is the core room for it, meanwhile, school is a place which maintain, develop and stabilized the student dignity, school education is extremely important for student dignity. At the same time, dignity is a precondition for build up self-confident.
6. Chinese student only focus on scores.
The examination-oriented education system lead Chinese students only concentrate on score, neither do behave nor moral is important, they only focus on exam. But now the humanism education has been highly valued in the world education as well as in the quality-oriented education which is now implementing across China. The cultivation of students' humanism spirit is now receiving great attention. Influenced by the knowledge -oriented education for a long time, our fundamental education neglects the cultivation of students' humanism spirit, which is not proportional to the knowledge and economy era.
Reform
Education has been highly valued in China since ancient time. Passed down from ancient times, the maxim from the Three-Character Scripture that says 'if no proper education is given to children, their nature will go bad' has proved to be true. The great master Confucius taught us that 'it is a pleasure to learn something and to try it out at intervals'. Similarly, numerous students have been convinced that 'reading books excels all other careers'. The records tell us that Mencius' mother became an example to millions of mothers who were keen for their children to be talented. - she moved her home three times in order to choose a fine neighborhood in which Mencius could be effectively influenced.
After Qing Dynasty (1644 - 1911), China's education system fell into something of a state of confusion due to the changes in national government. However, with the foundation of modern China the new order introduced a fresh approach to education and brought is into a new phase. Through long-term endeavor, the provision of educational has taken on a prosperous process .#p#分页标题#e#
Feng-chun Miao (2008) states that numerous reforms have taken place within the Chinese educational system over the last 30 years. Since 1978, education in China has undergone significant reform and progress. For example, the 1985 “Decision on the Reform of the Educational Structure” made local governments responsible for basic education, while the 1993 “Guidelines for the Reform and Development of Education in China” set out the direction and policies for the development of basic education in China for the foreseeable future. The concept of “five co-ordinations” was set up as the guiding principle to carry forward national education development: coordination between urban and rural; local and national benefit its; between social and economic development; human and nature; international trade and domestic economy. The education reforms led to the development of the compulsory education law. The “Compulsory Education Law of the Peoples Republic of China” has been implemented since 1986 and guarantees the right to at least nine years of education for school-age children (five years of primary and fours years of secondary). The secondary schooling system in China is divided into three stages: primary education (five to six years); junior secondary (three to four years); and senior secondary (three years). Therefore the law provides for nine of the 12 years needed to complete secondary school in China. This law also provides a solid legal basis for basic education in China, thus establishing education as a key part of China’s future .
Education for All
The overall goal of China’s compulsory education programme is to achieve education for all (EFA) throughout China, including in all the rural regions, by the end of 2007. The statistics show that this goal is not far from being achieved. At the end of 2005, the total enrolment rates for school age children were 99.3 percent for primary education and 85 percent for secondary education, with a total enrolment of 200 million children. Furthermore, 85 percent of the under-45 year olds are now literate and the percentage is expected to rise. By 2008 it is hoped that the nine-year compulsory education programme will cover all China and the entire 15 to 45 age group.
The nine-year compulsory education law has provided the catalyst for the introduction of further changes within the Chinese education system, namely the focus on integrating the use of ICT into schools. Compulsory education and thus increasing enrolment rates across the country have meant that the introduction of ICT into schools has consequently reached more students.
(Feng-chun Miao,2008)
High Quality Education
As well as the EFA programme, the Chinese Government launched the National Curriculum Reform programme in 1999 with the goal of providing high quality education for all children. This was the most extensive educational reform seen in China since 1949. The main components of the National Curriculum Reform programmed are outlined below. #p#分页标题#e#
1. Curriculum objectives
To promote children’s problem-solving ability, critical thinking, and the four pillars of learning: “learning to know, learning to do, learning to live together and learning to be”.
2. Curriculum structure
To focus on comprehensiveness of learning areas, balance between different areas and subjects, and thereby give students more flexible learning choices.
3. Curriculum content
To relate students’ learning to their daily experience, social development and technological innovation; to change the textbook-based content delivery process; to employ ICT to help students to get access to rich learning content.
4. Teaching-learning approach
To encourage learner-centered teaching approaches, with teachers as facilitators and guides; to offer an ICT-enhanced interactive learning environment.
5. Learning assessment
To change assessment differentiation and selectiveness function; to use assessment to monitor students’ learning progress, and to diagnose the teaching process.
6. Three-level curriculum management system
To decentralize curriculum management to provinces and schools; to respond to the diversified learning needs and different regions’ cultural, economic, and educational differences. To empower schools with the capacity to develop and implement a school-based curriculum by assisting school-based action studies
Conclusion
Speak to the aim of education, as English philosopher Herbert Spencer (1861, p30-31) has pointed out that:
How to live?—that is the essential question for us. Not how to live in the mere material sense only, but in the widest sense. The general problem which comprehends every special problem is—the right ruling of conduct in all directions under all circumstances. In what way to treat the body; in what way to treat the mind; in what way to man¬age our affairs; in what way to bring up a family; in what way to behave as a citizen; in what way to utilize all those sources of happiness which nature supplies—how to use all our faculties to the greatest advantage of ourselves and others—how to live completely? And this being the great thing needful for us to learn, is, by consequence, the great thing which education has to teach. To prepare us for complete living is the function which education has to discharge; and the only rational mode of judging of any educational course is, to judge in what degree it discharges such function.
Look back to our country, what are we educating for? We advocate a integrated development, a individual development and a freely development, but in fact，we only focus on intellectual education while we ignore the moral education and our personality, we have gone much far away from our original aim of education.
Education is not a business but an endless programme. The spirit of education is to bring up a person, however, an important issue is that we do not know how to educate.#p#分页标题#e#
Reference List
Basic Education in China
Ministry of Education, People’s Republic of China
China.Com.Cn (2007) ‘China university fee’, Xinmin Evening News, Jan 8th. Available on Feng-chun Miao (2008) ICT-Capacity Standards for Teachers in China. Chapter 5 of Education in China: ICT in Teacher Education from Case Studies from the Asia Pacific Region GMW (2007) 'Report of Chinese Teacher', Guangming Daily,October,10th. Available on [http://www.gmw.cn/content/2007-09/10/content_668975.htm]
Herbert, Spencer (1963) Education: Intellectual, Moral, and Physical. Littlefield, Adams. Place of Publication: Paterson, NJ.
Miller, E.J. (2003). Teaching methods, the Herbartian revolution and Douglas Clay Ridgley at Illinois State Normal University. In Journal of Geography 102. pp. 110-120. Retrieved September 7, 2007, from J-Stor database.
Smith, N.B. (2002 / 1965). American reading instruction / Nila Banton Smith: [with prologue by Richard Robinson, epilogue by Norman A. Stahl, and history of reading since by P. David Pearson]. Newark: International Reading Association.
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