1, teaching scope
Generally speaking, the teaching scope in China is small, but the content is much deeper than that in the West. Although the scope of teaching in the West is wide, it is only a starting point in the eyes of China students. Take chestnuts for example. Sat physics will have chapters such as "special relativity" and "electronic components" In the textbook I studied, I even gave you a chapter name called Yinhe, which directly fooled people. Senior one finished learning circular motion last semester. If we put this part in China Senior High School, we should talk about it in Compulsory 2 and next semester. Judging from this teaching progress, we can know which is deeper and which is shallower in high school education in China and the West.
However, the so-called teaching scope varies with different courses, such as AP, A-Level, IB, SAT, VCE, etc. This is just a general trend.
2. Classroom mode
The classroom in China is dominated by teachers. Because the rhythm of the general classroom is relatively compact, most of the time teachers are cramming on the podium, mainly because the syllabus in China is deep in content and strong in skills. On the contrary, the classroom of western teaching is relaxed because the difficulty of western teaching content is generally less than that of China, and the second is that there will never be 60+ people in a big classroom like China. Different courses, different regions, the specific number of people is definitely different, but a small number means that students can have more communication with teachers. I think the most essential difference is that in China, the protagonist is the teacher, while in western teaching, teachers and students are equally important, and even students will play a more dominant role in the classroom.
Why is this happening? Why is China in the control class and the western class shared by teachers and students? To answer this question, I think there may be the following reasons: ① Students: China people have deep-rooted traditional ideas, such as "respecting teachers and valuing morality" and "respecting teachers and valuing morality". These things instilled in their brains from childhood make students think that teachers are authoritative. Since it is an authority, it is naturally not easy to challenge. Of course, this concept has gradually faded in the minds of post-90s or even post-00s, and more and more students dare to question it with the development of the times (I wonder if it is good or bad? ); (2) Teachers: teachers who are eager for quick success and instant benefit (by no means all). Many teachers simply regard the profession of "teacher" as a means to make a living, so the main purpose is to complete the instructions given above in the teaching process, so it is not important for natural students to accept, accept and identify with their contents. (3) objective reasons: a. that is, the class time is short, and teachers must control it to complete the teaching task. B. There are too many people in the class, and students are unwilling to raise their hands to interrupt the interaction between teachers out of the psychology of "unwilling to show off" and "conformity". To sum up, the interaction between teachers and students in China classroom is far lower than that in western classrooms.
3. High efficiency
This may seem to be one-sided. I emphasize again that I will only discuss the differences between the two in the scope of science in middle schools. In my opinion, the educational efficiency of China is higher than that of the west, first of all, from the perspective of the high unification of teaching materials. The vast majority of senior high school students in our country use a national unified textbook, and this textbook has been revised by experts many times, which is very rigorous and scientific in my opinion. Western education, taking the United States as an example. No matter IB, SAT or AP, there is more than one textbook, especially IB, Princeton, Cambridge, Pearson and so on. And some of these textbooks are written by one person (how good can such textbooks be? ), have a plenty of unified writing, but these are not as brainstorming as China's textbooks, which are all like this in China after all. The diversity of western teaching materials leads to their uneven quality, which eventually leads to the reduction of the overall educational efficiency.
Secondly, as mentioned above, the interaction between teachers and students in western classrooms is better than that in China. On the other hand, such interaction will inevitably lead to some "meaningless" discussions, and teachers may reduce classroom efficiency by answering all kinds of unconstrained questions. This is one of the reasons why Mr. China seldom solves his classmates' problems in class.
4. Order problem
I am deeply touched by this. What is the order problem? The order problem here is aimed at the teaching order of each specific content in the whole middle school teaching process.
Take my own chestnuts. My junior high school chemistry is not good, but because of my studious nature, I ask myself to memorize it even if I don't understand it. In this way, I remembered a lot of inexplicable formulas, such as "going up without oxygen, getting change" and "gold never leaves Africa" and so on. I can say that I didn't understand these formulas at that time (I was so stupid), but on the other hand, other top students in junior middle school asked them to explain, and they definitely told me that "the price of chemicals is rising and ions are lost, which is an oxidation reaction; The chemical valence drops and ions are obtained, which is a reduction reaction. But what is the chemical price? What are ions? How are ions formed? Why is there a redox reaction? Such a question may not be answered by any junior high school student.
When I went to high school and studied western textbooks, I found that the content of junior high school was put behind the book. In the first part of the book, I explained in detail what atoms, molecules and electrons are, how the chemical valence comes from, the particle structure, why metals and nonmetals have such properties, the classification of chemical bonds, the specific steps of reaction and so on. In my opinion, these contents are the foundation and essence of what I learned in junior high school. On the contrary, what you learned in junior high school is mostly phenomenal knowledge or just conclusions. What the teacher teaches you is a conclusion, at most, a superficial conclusion, while those students with excellent talents are limited to asking and checking for themselves.
Scientific research can move from phenomenon to essence, because science is a process of exploration; And learning should be from essence to phenomenon. I think this teaching order can be better understood and students can master it more firmly. In short, in this respect, as far as I know, the content arrangement of western education courses is more scientific.
In fact, this is an obvious problem. Why don't domestic education experts change? On the one hand, because I take it for granted, the actual situation is much more complicated. On the other hand, it may be because this "unscientific" ranking can better screen talents. You know, China has a vast territory and a large population, and the national quality teaching resources are very limited. How to better screen talents is more important than how students better accept knowledge.
5. Skills
China's basic science education is notoriously difficult all over the world. I think the specific difficulty lies in its skill and variability. Science has such a comprehensive topic, which can often combine all the important knowledge points you have learned in junior high school or high school, plus all kinds of seventy-two changes in difficulty. Or make up beautiful coincidences and imaginative questions just to combine two knowledge points, which is not common in western education. The reason may be the same as above.