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1、The similarities and differences between Britain education and China educationCHAPTER .The Definition of Family Education and School EducationIntroductionNowadays， the society has entered the information age, and the world is full of competition. Technological competition, talent competition, in the
2、 final analysis is education competition. Education of a person has already begun from the time of his coming to this world. Different environment would produce different education effects. It is all said that children are the pillars of the nations future, and it is also shows that education of chi
3、ldren is the top priority of education in China. Only established the good foundation, the high-rise buildings can be survived. With the deepening the extent of globalization of education, education philosophy between countries is also constantly integrated. So, in such an atmosphere, the disadvanta
4、ges of childrens education in our country are reflected more and more obviously. Although in the new century, China has improved school education and family education for the children, but the gap still exists with Britain. My article, by way of analyzing the similar aspects and different aspects of
5、 childrens school education and family education between China and Britain, to obtain advantages and disadvantages of both of them, then find out the advantages of childrens education in China and take some methods to improve this phenomenon. 1.1 The definition of family educationFamily education is
6、 that parents and the elders implement the education to their children in family life.Family education is an important part of education, and it is the basis of school education and society education. Since the birth of a child, parents and the elders have begun to educate him. Family education foll
7、ows with the persons life, even if he enters the school and community, accepts different school education and social education, family education still exists from beginning to end. So family education is a lifelong education, and plays a foundation role in peoples life. The four pillars of education
8、 are learning to be a man, learning to do something, learning to study and learning to live together with others. The main task of family education is to grasp the childrens moral education and to teach the children how to be a man. If the children do not understand the basic principles of how to co
9、nduct themselves, so how to talk about ambition, and how to talk about the success when they growing up to an adult? Therefore, parents should pay attention to train the patriotic feelings, responsibility, and sense of duty, industriousness, frugality and life skills education of the children. If pe
10、ople want to make successful education respondents, parents and children need to harmonize, family and school need to harmonize, and this is an important key to make success. In any case, when educating the children, we must not ignore the role of parents.1.2 The definition of school educationSchool
11、 education is a kind of social activities. It is beard by a full-time staff and specialized agencies, which has purpose, systematic, and organized. School education wants to influence the physical and mental development of the educated as a direct target. In general, school education including prima
12、ry education, secondary education and higher education, childrens education mainly refers to the primary and secondary education.China practices the nine-year compulsory education system. It is also shows that school education is very important to increase the national culture level of our country.
13、School education intends to allow students to accept the planning guidance, to learn cultural knowledge, social norms, moral norms and values systematically. In a sense, school education determines the level and nature of individual socialization; it is an important base for individual socialization
14、. School education focuses on teaching children to learn how to be a man, how to learn knowledge, how to contact with others, how to take risks and what is unity. CHAPTER . The similarities and differences of childrens education between China and Britain2.1 The similarities2.1.1 Emphasize the develo
15、pment of students on Educational philosophy. Britain experts stress such an educational philosophy, Every Child Matters. This is reflected in ensuring the safety of children, ensuring the health of children, ensuring them enjoy school life, ensuring them learn something and receive something, and en
16、suring them know how to make a positive contribution to the society. This is interlinked with Chinas Three All (which means all for students, for students in all and for all students) in essence.2.1.2 Initiate the students developed actively on the way of teaching. In Britain, all the teachers oppos
17、e to such way of Teacher speaking, Students listening . They all focus on leading students to participate in learning actively. At present, China carries out a new curriculum reform which is also an ideal of teaching methods stress autonomy, cooperation and explore.2.1.3 Emphasize teachers professio
18、nal development and continuing education in teachers training.Both China and Britain attach importance to the professionalism of teachers, focus on training their own quality.2.2 The differences Because of different history, culture and economic strength, China and Britain have different education w
19、ays, mainly reflected in educational thinking and educational methods.2.2.1 Different educational thinking Firstly, China attaches importance to the knowledge-education, but Britain attaches importance to the capacity-education. China has a long history about five thousand years. We have Confucius,
20、Mencius, Lao Tzu, Chuang Tzu and other outstanding educators, and each have different ideas. Confuciuss individualized has affected the education sector so far. With such historical and cultural reasons, China focuses on the importance of knowledge education, and teaches materials are the first. Tea
21、chers teach students whatever textbooks have; the examination can not break away from textbooks. When children go home after school, parents still ask them to take out their textbooks and let them consolidate the content they have learned in the class, then familiar with the new content; they can no
22、t get rid of the fixed framework of knowledge-education model. But the British teachers focus on capacity-education, they stress that the students can familiar with the things and phenomena what they want to know about, then under teachers instruction and guidance, they can find the right answers an
23、d discover new knowledge. British teachers pay more attention to train the childrens sense of independence, and let them to take the initiative.Secondly, China education requires stability, while the Britain education wants changing. Chinese people always think and do things carefully, while the Bri
24、tish are indulgent, they always like straightforward. This difference in character also reflects in the educational thinking patterns. Chinas education emphasis on harmony, stability and unity, while the Britain education emphasis on competition, innovation and diversification. Chinese people has a
25、strong cultural psychology of community, they prefer herd, especially concern about the others opinions, fear of something new. This is obvious in the class. Few students will refute the views of teachers, few students dare to distrust authority, and even few students take the initiative to indicate
26、 their points and views. The British is different from Chinese, they encourage unique, respect personality, and advocate for change. They pursuit new things, new changes, they have adventurous spirit and they are innovative. This creative spirit of change and strive make students great independent a
27、nd selective, and they have open mind, dare to say whatever they think; they seek to prove constantly, query constantly. 2.2.2 Different education waysWaysCountrySubjectClass TimeHome workClass Size Assessment MethodsClassteachingwaysClassAtmosphereThe ways of Communication with parentsChinaChinese,
28、 Math, English, Physics, Chemistry, Biological, History, Politics, Geography, Art, Music, Computer Morning: 7:00-12:00Afternoon: 14:00-17:00 Night classes: 19:00-21:00 Drills and exercises, problem sets60-70 personMidterm Exam, Final Exam, Rank Rating Teacher lectures, Answers, Demonstration Sat, Ca
29、n not be tamper Family ConferenceBritain Art, Technology creation,Environmental, Science, Drama, math, Religion, music, Travel, German, Spanish, French, Economics, Geography, cooking, English literature, Multimedia, RussianMorning: 9:00-12:30 Afternoon:113:30-15:30 Single issues, social survey, Almo
30、st no work Not more than 30personTeachers observe and summary, Few test Experiment, Students do in their own hands, Lectures, Question, Discussion Random, Free activities Written reports to parents of students of the school year, Individual conversations with parents It can be seen from the above ta
31、ble that the two countries have different subjects, class schedule, class size, homework assignments, assessment methods, classroom environment, teaching methods and ways of communication with parents. The teaching class in China takes teachers as the center. In lectures and discussions, students pr
32、efer to the former. Students hope teachers can teach all of the knowledge about one theme, but not willing to be asked questions by teachers. In the traditional class in China, we always can see that teachers stand on the platform relating things from beginning to ending, but not ask for questions.
33、The communication between teachers and students, student and student is little, students always keep the same thought with teachers, and try to grasp all of the time they can use in the class to get standard and true answers from teachers.The teaching class in Britain takes students as the center. T
34、each and learn is decided by student at large extent. The class looks like a discussion meeting-place, teachers appear as the status of macroscopic monitors, they teach little, and give time to students. Teachers not use great effort to explain the question clearly, but try to guide students to find
35、s themselves. In this class, students must throw themselves in actively thought, so it produces enthusiastic and vivid discussion. When students meet questions that they are hard to understand, they will ask teachers for help immediately, teachers will try to guide students thought once again until
36、questions are all be solved. Of course, this continuous communication between teachers and students is good to students study, at the same time, it at large extent developed the students ability of independent thinking. In addition, term arrangements are also different. There are two semesters in Ch
37、ina and the Britain have three terms; China has more compulsory years of education than Britain; the distribution system of teachers between China and Britain is also different and so on. All of these reasons form different teaching methods. CHAPTER . The advantages of school education and family ed
38、ucation in Britain3.1 Open and FlexibleThe open education in Britain reflects in teaching is open to the students and learning is open to the students practice or questions. In this way, students can learn by themselves in the unconstrained environment, and steady the knowledge in practice. It is al
39、so develop the students ability of discovering question and solving question. When you really come into the classroom in the Britain, you will be shocked by what you heard and seen. In this wonderful world, no one could tell you how to go; no one could tell you where the delicious fruit is. What you
40、 need to do is to explore, to try, to find by yourself. This is the education of Britain, an inspired, investigative style of education, but not instill to students. The curriculum is arranged relatively flexibility in Britain, and the learning style is freedom. Britain has educational institutions
41、in early years. With the changes of history, institutions are also continuing strengthen their power, the management is ordered. In different years, the names of the central education authorities are as follows: 1839-1856 Committee of the Privy Council on Education1856-1899 Education Department1899-
42、1944 Board of Education1944-1964 Ministry of Education1964-1992 Department of Education and Science 1992-1995 Department for Education1995-2001 Department for Education and Employment2001-now Department for Education and Skills 3.2 Novel and Vivid In the Britain, schools have elective courses in a l
43、arge degree of freedom. Courses are novel, especially the rich extracurricular knowledge, which is beneficial to open up students thinking, so that they can learn to study and apply knowledge in a relaxed environment. In our traditional values, when we talk about Britain education, we will associate
44、 with the noisy classroom. Our first impression of Britain education is less tasks and more activities. In fact, this idea is not accurate. Encourage innovation and invention, active classroom atmosphere is the characteristic of Western education, and pragmatic basis, serious and formal atmosphere i
45、n class is the typical representative of China education. To British teachers, the meaning of the process of thinking is much more important than the result of thinking. For example, here is a national standard test (sixth grade) papers in a subject: This is the tower built by the cube sequence. The
46、 following is the top view of each tower; numbers indicate how many cubes there are in each vertical column. Question 1: How many cubes are needed to establish of the tower 5? Question 2: Which number is to build the tower with 165 cubic? It can be seen that the British emphasis on the process of kn
47、owledge acquisition in mathematics. There are few lessons just teachers talk, students listen, and most of the teachers organize the students to participate in a series of activities.In Britains primary school and middle school, every classroom has several computers; it is convenient for teachers to
48、 use at any time. Teachers can recognize stamp, enjoy music and do other things with students during teaching process, students can collect messages they need by themselves in the Internet. Teachers think that, this design has the basic of theory: the aim of students study is to know new things, but not to recite contents they have known. This type of class gives life and energy to students, and let them interested
