What's the difference between China education and western education? Let's have a look.
The European way of thinking and logic are more suitable for communication: clear views, reasonable deduction, solid arguments and strong reasoning.
Logic is the most important thing in western education. The biggest gap, mainly in three aspects, has nothing to do with IQ, but is a problem of methodology and thinking mode:
1, reading breadth
Why do students in China study less?
This is a systematic gap. Since primary school, children in major European countries have learned such a process: teachers assign projects, students divide into groups, study sub-projects independently, read extended materials and reference materials by themselves, hold group meetings to summarize and refine ideas, revise original projects and ideas, supplement materials, write reports, revise reports and exercises, and finally submit homework.
Students in better schools in Europe read an amazing amount; Although the top universities in China are doing well at present, the depth of European children's homework is really different.
2. The depth of research.
Why can't China students think of some problems?
Let's ask ourselves, have we broken the habit of asking the bottom of every question? Most well-educated Europeans do! This is the depth of thinking.
For example, the course "Economic Law" in Germany is taught by a senior law firm partner who has been engaged in enterprise mergers and acquisitions for a long time. He once assigned a small paper: What is the reason behind the change of GDP ranking data of major countries in the world from 2000 to 2020? Require an explanation from an economic point of view.
How difficult is it for China students to watch WTO news and economic data of various countries all day? Some China students soon wrote an article about the economic rise of emerging market countries, the changes in the Internet age, the painful economic integration in Europe and the demographic dividend in Asian and African countries.
The professor later wrote back to them and said that you have so much data and information. Why didn't you find that some important factors in the composition of GDP were not mentioned? For example, the explosive growth of private enterprises, such as the changes in trade figures of key countries. These facts show that it is not the ignorance of China students, but the lack of learning depth. The laziness of thinking is directly reflected in the linear decline of thinking depth.
3. Logical rigor
Why do China students' minds always jump?
Thinking leap is the impression of most European professors on China students. It shows that this mode of thinking and logic has penetrated into our bone marrow. Our education teaches us to form a logical habit, paying little attention to preconditions, hypothetical conditions, external factors, short-term, medium-and long-term factors and so on. We are used to talking directly to conclusions.
This is the result of our lack of logical training in thinking, and it is also the tragedy of China's education. If even logical thinking can't be in line with international standards, our contact with the outside world can only be yours and mine.
Why can't our logical thinking work? To sum up, there are three main factors that affect our logical thinking:
1, the educational system affects reading breadth.
European countries have formed a simplified logical method since primary school, but our reading style is general, and we have no habit of simplifying the division of labor to deal with problems.
2. Thinking laziness affects the depth of thinking
Most Europeans have developed the habit of asking questions since childhood, but most of us find another way or give up solving problems when we meet a dead end, lacking the spirit of asking questions to the end.
3. Thinking jump affects the accuracy of thinking.
European countries (especially Germany, whose rigorous attitude is well known) are used to solving problems step by step. However, most people in our country can't find the steps to verify their opinions or answers, so they rely on sensory or self-arbitrary understanding to state and prove them, thus forming the habit of jumping when encountering problems.