First of all, the concept of history is different:

1. China's education began with China's classic works, not religious organizations. In the early days of China, educated officials were appointed to run the country. The imperial examination system for selecting officials was established in Sui Dynasty, and Emperor Taizong perfected it. It was abolished in the late Qing Dynasty 1905, and was replaced by a characteristic education method combining Chinese and Western.

2. The history of foreign education management is a new discipline. Its emergence and development have added new "members" to the scientific group of educational history, which is the historical process of dividing educational history from general history to special history (or professional history) and the inevitable result of knowledge accumulation and horizontal development of educational history.

Second, different educational ideas:

1, domestic students often have amazing memory ability and good mathematical foundation, which is also the reason why China students can get good grades in exam-oriented education. However, foreign higher education needs students' participation, practice and creation. Many courses are student-centered and arrange teaching activities such as case study and discussion, case analysis and presentation.

2. The classroom atmosphere abroad is very active, and students can interrupt the teacher to ask questions at any time. Foreign education systems pay more attention to students' all-round development, students' ability to communicate with others and other social activities, and cultivate students' sense of team; However, domestic students pay more attention to test scores and self-development, and their team consciousness is not strong. Foreign higher education attaches importance to the standard of information literacy ability, requiring every student to actively study, search for information through various channels, determine a practical and comprehensive plan, and absorb knowledge by himself in an orderly manner.