Western education is a kind of attempted education. Students try to experience and find difficulties in the experience, and then students find problems themselves, accumulate experience and draw conclusions in solving difficulties. That is the fruit of students' own knowledge. Education in China is an indoctrination education. First, tell the experience of adults to students, so that students can study and practice step by step under the guidance of teachers. Then the conclusion is book knowledge, and it is often difficult to jump out of the existing fixed model.

The characteristics of western education:

1, from the teaching content, pay more attention to the teaching of ability and emotion;

2. In teaching methods, we should pay more attention to teacher-student interaction, students' independent thinking, independent inquiry and cooperative learning;

3. In terms of teaching objectives, pay more attention to the cultivation of students' comprehensive quality and the acquisition of students' autonomous learning ability and autonomous activity ability.

In the west, the word education comes from the Latin word education, and the prefix "e" means "out", meaning "out" or "out", which means that something originally hidden in the body and mind is triggered by some means. Etymologically speaking, the word "education" in the west has an internal meaning. It is emphasized that education is a natural activity, aiming at arousing the inherent or potential quality of natural persons from the inside out and making it a realistic development state.

All children must receive free public education to ensure the elimination of cultural or intellectual monopoly and educational privileges. Originally, this can only be an education run by various public institutions. At that time, it was mentioned to prevent the poor living conditions of the working class from hindering the all-round development of children. Later, other goals were clearly put forward, such as weakening the role of family in social reproduction, cultivating children under equal conditions, and making use of socialized group strength. Undoubtedly, the most successful revolutionary education experiments, from makarenko's schools to Cuba's schools, were carried out according to social plans.

The combination of education and material production (or in Marx's words, the combination of intellectual education, physical education and productive labor). The goal included here is neither to carry out better vocational training nor to inculcate professional ethics repeatedly, but to bridge the historical gap between manual labor and mental labor and between concept and practice by ensuring that everyone fully understands the production process. Although the correctness of this principle is widely recognized in theory, its practical application has raised many problems (many aborted or only partially successful experiments have proved this), especially under the condition of rapid development of science and technology.

Education must ensure the all-round development of people. With the re-combination of science and production, people can become producers in a complete sense. On this basis, all people, both men and women, can display their potential. In this way, there will be a world that can meet the general needs, so that individuals can fully display their talents in all aspects of social life such as consumption, entertainment, cultural creation and enjoyment, participation in social life, interpersonal communication, self-realization (self-creation). To achieve this goal, it is especially necessary to change the social division of labor, which is an arduous task and is only in the pioneering stage so far.