Historical reasons. In the history of our country, education followed Confucianism, and teachers were respected (more specifically, respect here means not questioning the ideas and knowledge taught by teachers), which directly led to so many years later. The mainstream atmosphere in domestic classrooms is to fully accept the knowledge taught by teachers and not discuss with them. On the contrary, foreign educational methods (in this case, some developed countries in Europe and America), such as Britain and the United States, encourage children to talk in class. This is also the main reason why children feel oppressed and lack innovation ability in domestic education.

Behind the historical reasons, there are also differences in screening modes between the two sides. In the past, the imperial examination system prevailed and evolved into a situation in which thousands of troops crossed the wooden bridge. The essence behind it is that I have to beat others to get ahead, so that I can get what I want-success (getting into a good school), and the examination mode followed by many European and American countries is to set a benchmark, such as getting into a British university. For British students, they only need to compare their grades with the benchmark and get a few A-Level or above. This directly leads to their different views on competition.

Finally, I have to mention the population problem, the essence of which is the problem of Chinese and foreign educational resources. In recent years, the number of people taking the college entrance examination in China is approaching100000, but the number of people admitted to key universities like 985, 2 1 1 is very limited. Compared with Britain's total population of about 60 million, there are more than 30 world-class top universities in Britain. You can imagine the most significant difference between the two sides in children's education: one is the great competitive pressure, and the other is the ability to have a happy education.