A Brief Analysis of the Differences between Chinese and Western Higher Education —— A Brief Analysis of the Differences between Chinese and British Higher Education
Abstract: With the development of society, China's education, especially the higher education industry, is also developing constantly, and a number of colleges and universities have sprung up. In the process of China's higher education development, based on China's national conditions, we have continuously introduced advanced western teaching models, changed teaching concepts and thinking forms, and explored a higher education development model suitable for China's national conditions, and the gap with developed countries has been continuously shortened. But everything has its particularity, and there are many differences between higher education in China and developed countries. This paper focuses on comparing the differences between Chinese and British higher education, and briefly analyzes the reasons for the differences.
Keywords:: analysis of the differences between Chinese and English higher education
I. Introduction
With the advent of the era of knowledge economy, science and technology have played an irreplaceable role in the development of a country. The development of a country depends on science and technology, the innovation of science and technology depends on talents, and the development of talents depends on education, which is enough to highlight the importance of education, especially higher education, in the future knowledge economy era. With the continuous improvement of China's international status, China's education, especially higher education, is facing severe challenges in terms of educational concepts, teaching methods, teaching models and teaching evaluation, which is quite different from developed countries such as Britain. We should find out the differences between Chinese and English higher education, learn from their excellent experience in running schools and serve our country.
Second, the differences between Chinese and British higher education
Due to the different national conditions of China and Britain, there are great differences in higher education between the two countries. By consulting relevant literature and combining with my own understanding of China's higher education, the author mainly discusses and analyzes the educational concept, teaching content, teaching mode and teaching evaluation one by one. The details are as follows:
(A) differences in educational concepts.
Educational concept refers to the basic views and opinions on the essence, value and function of education formed in the long-term development of education. The educational concept determines the direction of educational development and the effectiveness of education. Due to the different basic national conditions and the different development history of higher education between China and Britain, there are great differences in educational concepts between the two countries, which has formed the representative of Britain. Humanism? And represented by China? Social standard theory? Two completely different views on education. Represented by Britain? Humanism? The educational view holds that in the process of education, especially higher education, students grow up, they know what they should and should not do, and form their own world view, outlook on life and values. Higher education should give students full freedom, respect their personal values, strive to meet their needs in all aspects and promote their healthy development. And represented by China? Social standard theory? It is believed that in the process of educational development, the needs of society will always rank first, and pure personal pursuit is not allowed. How colleges and universities organize and implement higher education depends on the needs of society, while individuals always serve the society, and their value depends on social values. Individuals receive higher education to meet the needs of society. This kind? Social standard theory? The concept of education ignores the realization of personal needs and personal values, and lacks certain humanistic care, which will hinder the development of students' interest and personality for a long time and is not conducive to the development of higher education in China.
(B) differences in teaching content.
In terms of teaching content, British universities have not designated special textbooks for classes, and teachers are free to choose what textbooks to use. In this way, teachers will generally recommend various materials or references to students in the teaching process, so that students can understand different concepts of different scholars, broaden their horizons and increase their knowledge. Moreover, in addition to emphasizing the systematicness of knowledge, teachers pay more attention to the frontier of knowledge, pay attention to the latest development achievements, new trends and new directions in this field, and ensure that students keep up with the requirements of the times and scientific and technological development and become the pride of the times; However, most higher education in China has a set of fixed textbooks, and what teachers teach is mostly the knowledge in textbooks. Moreover, some teachers lack certain innovation in teaching, just follow the book, and the teaching materials are outdated, which seriously hinders the development of students. Moreover, the courses offered by British universities are closely related to market development, closely combined with the needs of today's society and enterprise development, and the direction of students' training and development is clear. The curriculum of British universities is generally divided into three aspects: primary specialized courses, advanced specialized courses and practical specialized courses, which focus on cultivating students' ability and their ability to solve practical problems by using their own knowledge. In addition to some specialized courses, there are many moral education courses and ideological and political courses in domestic universities. Although these courses can improve students' quality in some aspects, they account for a large proportion in many colleges and universities. There are few specialized courses in freshmen, and the hours of students studying specialized courses are reduced, which leads to less professional knowledge and weak professional ability. In addition, many colleges and universities in China are the same in teaching content. Seeing that other schools offer psychology courses, my own school also tries to offer psychology. Seeing that other schools have opened biological science courses, they began to follow suit and never considered the characteristics of their own schools. As a result, the curriculum and teaching content of colleges and universities in China are the same, and the knowledge students have learned at school does not meet the needs of society. As a result, the employment situation is severe again and again, and whether in liberal arts teaching or science and engineering teaching, teachers focus on the explanation of basic theoretical knowledge, which is not practical, resulting in poor students' hands-on operation ability. As we all know, some engineering technologies, such as computer operation, electrical installation technology, machinery manufacturing, automation technology, etc., can be learned well not by basic theoretical knowledge, but by practical ability. The theory and practice of higher education in China are seriously out of touch, which leads to some college graduates' good schools and not bad majors.
(3) Differences in teaching modes.
There are great differences in the teaching modes of higher education between China and Britain. There are various teaching models in Britain. In addition to the teacher's explanation in class, more teaching modes are the combination of lectures, discussions and consultations. Although the lecture is mainly given by the teacher on the stage, after the lecture, the teacher will leave enough time for students to ask questions and discuss, and the teacher will often arrange students to give lectures to cultivate students' organizational ability and language expression ability. Discussion classes and remedial classes require students to master the content of the teacher's class after class. Only in this way can discussion and counseling proceed normally. The discussion is mainly about students, teachers and students. On the basis of independent thinking, students put forward their own unique opinions on some questionable questions and knowledge points and express their opinions freely. The purpose of the discussion is to brainstorm, learn from each other's strong points and cultivate students' ability to find and analyze problems in the discussion. There are many ways to discuss, which can be table discussion or group discussion. Teachers should give guidance to problems that students can't solve after discussion, and don't tell students the answers directly. Instead, we should guide students to explore actively in the right way, stimulate their potential, cultivate their creativity and improve their intelligence. In some places, they should give appropriate instructions and answer questions. In the process of guidance, we should pay attention to the explanation of problem-solving methods. However, most of the teaching modes adopted by universities in China are still taught by teachers and listened by students. Cramming at the last minute? Compared with middle schools, the teaching mode of higher education in China should be more flexible, and teachers will arrange some speeches and discussions. However, due to various reasons, most of them are just a formality, and students' discussion is not active enough to get the ideal effect. Students have developed the habit of relying on teachers in the long-term education process. Your mouth is full of food and your clothes are sticking out? They are lazy to think, and even form an inertia, lacking the ability of self-learning, self-discovery, analysis and problem solving.
(D) differences in teaching evaluation.
Compared with China, the evaluation of students' ability in British higher education is comprehensive. The assessment of academic performance is a basic assessment point, but teachers pay more attention to the innovation and criticism of students' views when giving points. There are few closed-book exams in British universities, which pay attention to comprehensiveness and design, paper writing and curriculum design, and cultivate students' ability. A large number of course designs and live speeches have exercised students' self-study ability, and a large number of materials should be consulted before graduation design and writing papers, which has expanded students' knowledge and increased their knowledge. However, in China, the evaluation method of higher education for students is relatively simple, and the examination is still based on closed-book examination, with students' academic performance as the main evaluation standard and emphasis on standard answers, which limits the development of students' ability to some extent.
Third, the reasons for the differences between Chinese and British higher education
In the work of higher education, the reasons for the differences between China and Britain in the above aspects are as follows: (1) The political background of the two countries is different, which makes the natural higher education have different ideas on university management. In Britain, higher education organization is a model of moderate combination of professors' associations, college presidents and administrators. The autonomous legal persons of universities have the right to conduct various management of universities. Based on this background, in order to develop, British universities generally find out the shortcomings in time through evaluation, so as to improve their education quality and gain the support and recognition of society and government. In China, the government directly manages higher education. It is not only the organizer or manager, but also the supervisor and evaluator, which makes the concept of higher education in China centralized. (2) Different cultural backgrounds between China and Britain lead to different ideologies, so will natural higher education. Based on the traditional infiltration of gentleman culture, British universities have always maintained a strong academic nature of higher education. Britain has the right of academic freedom and academic autonomy, which has created a deep-rooted belief in autonomy in British universities, and then British universities pay more and more attention to the construction of education quality assurance system. However, in China, the idea of unification is firm, which makes China implement unified centralized management of colleges and universities, greatly affects the construction and improvement of China's higher education quality evaluation system, and hinders the formation of diversified evaluation subjects in China. (3) There are differences in the evaluation and practice of higher education between the two countries. For example, in China's higher education work, there is often a phenomenon of unconsciousness and insufficient attention, and the construction of the security system related to higher education needs to be strengthened. Britain, on the other hand, regards its passionate higher education as a scientific discipline, rather than as a right like China, and all sectors of society generally attach importance to the development of higher education.
Four. conclusion
To sum up, there are differences in educational concepts, teaching contents, teaching models and teaching evaluation between China and Britain. How to treat these differences correctly in order to narrow the gap between China and Britain in the development of higher education is a subject worthy of in-depth study and discussion. The author believes that there are many reasons for these differences in higher education between China and Britain, such as: (1) The different political backgrounds between China and Britain make the management concepts of higher education and teaching in the two countries different; (2) Different cultural backgrounds between China and Britain make the two countries have different ideologies under different cultural backgrounds; (3) The practical history of teaching evaluation of higher education in China and Britain is different. Wait a minute. With the advent of the era of knowledge economy, higher education has been entrusted with a new historical mission, and its teaching system and teaching mode are facing changes. On the basis of understanding China's national conditions, we should absorb the successful experience of developed countries for our use, improve the system and work of higher education, and make China's higher education reach a new level.
References:
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