Due to the poor performance of British students in the PISA (Program for International Student Assessment, programme for international student assessment) and the fact that Shanghai students rank first in the world in a row, there are many voices calling on Britain to adopt the "Shanghai-style mathematics teaching method", and the BBC has specially produced a documentary introducing China's teaching mode. As for the educational model introduced from Britain to China, domestic public opinion thinks that this is an affirmation of China's educational model. We must have a rational understanding of this.
It is true that the British government is recommending China's mathematics teaching methods to British primary schools, and has invested heavily in teacher training. However, it is believed that British primary schools have "introduced" China's educational model in an all-round way, which confuses the educational management methods in Britain and China. Unlike our government's order that all schools should carry out educational reform, British schools have great autonomy in running schools, that is to say, the government can provide teaching support and training services, but teachers have educational autonomy. Teachers who participate in government training programs will improve their teaching methods in their teaching work, but it is impossible to completely follow the China model. According to media reports, the British way is to arrange two teachers in each school to receive training and experience the "Shanghai style mathematics teaching method" through the study and practice of professional books.
This is also related to the British education evaluation system. In China, because the entrance examination is based on students' test scores, and mathematics is the core subject of the entrance examination, all students must study mathematics, and basically students are required to study mathematics according to a standard. But in Britain, it is difficult to set high standards for all students, because the basic education in Britain pays more attention to students' personality and interests, and it is not a one-size-fits-all requirement for students. This is also the reason why the overall math scores of British students are not ideal-some students are good at math and some students are poor at math, but teachers and parents are not particularly nervous about students with poor math scores, and schools basically implement teaching according to their abilities and interests. In this case, teachers can appropriately raise the requirements for mathematics in teaching, but it is difficult to get the support and cooperation from parents and students to reach a unified level of difficulty like that in China. Parents will question, why do you want to learn such difficult mathematics? Improving the math requirements for all students can certainly improve the math foundation. In foreign universities, foreign students from China are praised by professors for their solid basic knowledge. However, if they only have solid basic knowledge, but lack innovative consciousness and individual interest, it is difficult to achieve top-notch talents. Just as middle school students in China have won gold medals in the Olympic Games for middle school students in the world, there are few masters with world influence in the field of science. To make matters worse, if students' interest in development is affected in order to improve the so-called basic knowledge, it will not be worth the candle.
In fact, parents in our country are also questioning, but because there is no functional parent Committee in the school and a single score evaluation system is there, parents' questioning will not work. However, in Britain, it is different. Parents' opinions are very important for running a school. In addition, the evaluation and selection of talents are also diverse. Students who are interested in mathematics can spend more energy on learning mathematics, while students who are not interested in mathematics but have other interests spend their time on their own learning content. This is their normal study. Therefore, the reform of mathematics education is only to learn from China's teaching methods, and to some extent, to improve the requirements for students' mathematics learning.
The core problem of basic education in China is to evaluate all students with a single standard, emphasizing the common requirements of high standards while ignoring the differences and personalities of students. Moreover, the problem of basic education now is not the problem of subject teaching at all, but the problem of evaluation system. China students are much better at math than foreign students, but does this mean that students are better than foreign students? Excessive academic burden has brought "excellent" exam results, but it has paid the price of sacrificing physical and mental health, which is the reality of our country. We shouldn't turn a blind eye to the problems of basic education in China just because foreign countries study and "introduce" our teaching methods. Every country's basic education is not perfect and has its own problems. In Britain, their problem is that they put too much emphasis on individuality and ignore basic requirements. Therefore, we should pay attention to individuality now and raise the basic requirements appropriately. In China, the problem of how to attach importance to students' personality needs to be solved. Relatively speaking, it is not difficult to improve the basic requirements when individuality has been emphasized, but it is more challenging to reform a single evaluation standard and establish multiple evaluation standards. This is a rational understanding that China should have, and it is also a place where we should actively learn from Britain.
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