On the differences between Chinese and English education —— The differences between Chinese and English vocational education and its enlightenment to the development of Chinese vocational education
Abstract: As the birthplace of modern education, Britain has also made great achievements in the process of vocational education. This paper makes a comparative analysis of the differences in education system, educational ideas and teaching methods between China and Britain in the process of vocational education, with a view to learning from the successful experience of British vocational education and bringing enlightenment to the development of vocational education in China.
Keywords: vocational education, differential education system, educational ideas and teaching methods
China Library Classification Number: G7 19 Document Identification Number: A.
Differences between Chinese and English education and its enlightenment to the development of vocational education in China.
Qin Shehua
(Nanjing Institute of Technology, Nanjing, Jiangsu 2 10046)
As the birthplace of modern education in Britain, it has made great achievements in the development of vocational education. This paper compares and analyzes the educational system, educational ideas and teaching methods in the process of vocational education between China and Britain, in order to study and learn from the successful experience of British vocational education, so as to get enlightenment for the development of vocational education in China.
Keywords vocational education; Difference; Education system; Educational concept; teaching method
Britain is the earliest industrialized country in the world and the birthplace of modern education. The development of vocational education in Britain is later than that of general education. Since the 1980s, the British government has taken a series of reform measures, including developing pilot vocational and technical education and establishing a national vocational qualification system to promote the development of vocational education. In 1990s, the British government promulgated relevant laws and regulations to promote the development of vocational education, strengthen vocational education and training, and improve the quality of workers. Vocational education in China was established at the end of last century by drawing lessons from the successful experience of western developed countries (mainly German and Canadian), and started late. However, due to the government's attention, great progress has been made in quantity and scale, and the quality and characteristics need to be improved. By comparing British vocational education with China vocational education in the aspects of education system, education concept and teaching methods, this paper finds out the differences between Chinese and British vocational education, and thus obtains some enlightenment for the development of vocational education in China.
1 Differences between Chinese and English Vocational Education
1. 1 educational system differences
The education system is an important part of education and plays a very important role in the whole education system. 1993165438+10, which was announced by the British government? Modern trainee? Plan, 65438+1September, 994, began to try out the plan in the national 14 industry departments, providing institutional guarantee for students to get in-depth and comprehensive guidance. The training objectives of modern apprenticeship are divided into two levels: basic apprenticeship and advanced modern apprenticeship. The basic apprenticeship mainly trains employees with primary vocational skills, while the advanced apprenticeship mainly trains employees with skilled vocational skills. The courses of modern apprenticeship include key skills courses, national vocational qualification courses and technical certificate courses. Students can obtain the third level of National Vocational Qualification (NVQ), the second level of key skills and related academic certificates after completing the relevant contents stipulated in the advanced modern apprenticeship system. According to the requirements of the modern apprenticeship system, local training and enterprise associations (tec), apprentices and business owners reach a contract agreement on their respective responsibilities and obligations, and determine the courses and training plans that can meet the technical requirements of the industry through consultation. Different industries have different training plans, courses and industry skills requirements. At present, more than 500 colleges and universities in Britain offer BTEC(HND) courses. BTEC's successful curriculum, teaching content and training mode have also been affirmed and studied by many countries in the world, and it has outstanding performance and authority in the expansion of key skills education. At present, there are more than 1 10 countries in the world, and more than 7000 centers adopt BTEC teaching and training mode. Its standard curriculum requirements are applicable to all countries in the world. After completing the BTEC course, students will get an internationally recognized diploma. Vocational education and training in Britain can be divided into three levels from low to high. /kloc-after compulsory education at the age of 0/6, students can receive different levels of vocational education according to GCSE scores. British higher education is from grade four to grade seven. Generally speaking, students receive higher education in universities or three-year institutions. Continuing education in Britain can reach the highest level 3, and higher education is above level 3. Compared with China's education, Britain is very flexible and practical in the secondary education stage, paying special attention to the cultivation of students' personality and viability. In recent years, China's vocational education has made great progress. After continuous rectification, restoration and improvement, a vocational education system including primary vocational education, secondary vocational education, higher vocational education and vocational training has been gradually established and formed. Among them, primary vocational education recruits primary school graduates or people with primary school education, and it is included in the nine-year compulsory education system, with a schooling period of three or four years. Mainly teaching junior high school culture courses and related professional productive labor and vocational and technical courses.
Secondary vocational education is the main body of vocational education in China at present, and the enrollment targets are mainly junior high school graduates and people with the same academic level in junior high school. The basic academic system is mainly three years. On the one hand, secondary vocational schools teach high school cultural knowledge to improve workers' cultural literacy and professional knowledge; On the other hand, according to the requirements of professional posts, they carry out targeted vocational knowledge education and vocational skills training to improve the professional skills and professionalism of workers and constantly improve their own quality.
1.2 differences in educational ideas
British vocational education advocates student-centered, develops courses and designs teaching objectives under the core concept of student-centered, and teachers engage in teaching activities under this concept. Students are the main body of learning. In the process of learning, the main function of the school is to provide services, mainly to cultivate students' autonomous learning ability. In the teaching process, the school pays attention to the development of individual potential according to students' different personalities. BTEC's syllabus, teaching methods, Task method? The new assessment method and the establishment of a perfect learning support system all embody the student-centered concept. However, due to the completely different cultural backgrounds between China and Britain, there are also great differences in educational concepts between the two countries. Over the years, China's educational thought seems to emphasize? Elite education? And then what? Examination mode? Ignoring the cultivation of personality differences and innovative ability, and taking book knowledge as the most important source of knowledge, book knowledge plays a very important part in the investigation of students. In other words, what is China's educational philosophy? Examination-oriented education. British education focuses on spreading and developing students' thinking, cultivating students' initiative, and enabling students to acquire knowledge, know themselves and stimulate innovative spirit in practice. The concept of education in Britain is relatively loose, which can be called? Practical education? . 1.3 differences in teaching methods
In Britain, teaching is generally in small classes. There are about 25 students in a class, and there are many kinds of classrooms, such as classrooms dedicated to classes, classrooms dedicated to discussions, and classrooms dedicated to experiments. Students can choose classrooms according to their own needs. In the process of teaching implementation, the student-centered learning (SCL) system is emphasized, which puts forward different requirements for students and teachers. Teachers should constantly update their personal skills, simplify the teaching content, give students information feedback in each class, find problems in time, solve problems in time, and facilitate students' understanding. Each course provides different assessment methods, provides equal opportunities for students with different learning styles, and adopts diversified teaching and learning modes in the classroom to increase students' interest in learning. In order to highlight students' dominant position, teachers often pay attention to adopting various teaching methods in the teaching process, such as classroom discussion, homework, practical activities, social investigation, field trip, role-playing, speech, oral report, written report, self-evaluation, group activities and data collection. Increase students' participation and autonomy, trust students by strengthening communication between teachers and students, and help them build their self-confidence. As students, they have more initiative in the learning process. By participating in teaching activities, they can deepen their knowledge and lay a good foundation for their future work. Student-centered is the core of BTEC teaching mode. In BTEC mode, students are always the center of the learning process, while teachers are in an auxiliary position. The teaching process is not only the process of teachers teaching, but also the process of students learning. Student-centered teaching pays more attention to students' learning process and what they have learned, and emphasizes that learning should be related to future work, that is, application-oriented, and cultivate the ability to do a good job. Students should not only learn knowledge (theory), but also acquire practical skills and use them to develop their general abilities. The assessment of academic performance mainly adopts task method, which requires students to complete tasks with practical background, so as to comprehensively evaluate students' professional ability in learning. A course should be evaluated several times in a row, not once for life, and feedback after each evaluation can promote the development of students.
In China, there are very few small classes, and each class should have about 50 people, or even more. China's classrooms generally only have classrooms and laboratories for lectures. In the relationship between teachers and students in China, students are always in a subordinate position, both academically and in daily communication. Typical China classroom is teacher-centered? Cramming at the last minute? In our education, students want to get all the knowledge about a subject from the teacher, instead of asking the teacher too many questions. In lectures and discussion classes, students prefer to choose the former. In the traditional China class, teachers are often seen talking all the time and rarely ask questions. There is little communication between teachers, classmates and classmates.
2 Advantages of British vocational education
2. 1 government policy support
The British government allowed the transfer between vocational and technical education and general subject education, and strengthened the relationship between vocational education, subject education and degree education, making them in a completely equal position, thus fundamentally changing the traditional concept of vocational education in society.
2.2 Curriculum system combined with industry
Because employers or experts of enterprises participate in the formulation of national vocational certificate standards and the opening of professional courses, participate in the evaluation of teaching quality and related educational research in vocational and technical colleges, and accept students' internships or arrangements in enterprises? Sandwich style? Teaching requires vocational colleges to set up majors and courses according to the needs of the industry, update content and technology, and ensure that students' knowledge and skills keep pace with the times.
2.3 Curriculum structure specification
The course structure mainly includes the following elements: course name, course description, content catalogue, teaching guide, learning achievements, basic assessment standards, class hours, assessment and evaluation, bibliography and so on. The curriculum structure is very reasonable and standardized, and students' academic performance is the basic standard basis for assessing students' skill requirements and evaluation, and it is also the goal of reaching the standard, which plays a leading role in students' learning.
2.4 Teaching activities are student-centered.
In all teaching activities and curriculum design, every link is reflected? Student-centered and ability-oriented? The concept of. In the teaching process, teachers only play the role of organization, guidance, coordination and promotion.
3 Enlightenment to the development of vocational education in China
3. 1 Policy support
As the competent department of education, we should further improve the policies and systems of vocational education. According to the characteristics and requirements of the industry, the government can organize experts and scholars in the industry to classify vocational education according to industry categories, formulate relatively stable and unified vocational education syllabus for different categories, and teach in vocational colleges according to the unified syllabus. At the same time, the government encourages school-enterprise cooperation, gives policy and financial support, encourages the establishment of a long-term cooperation mechanism, and implements a reward and punishment system for high-quality cooperative enterprises.
3.2 Strengthen the close cooperation between schools and industries.
Schools should combine the requirements of enterprises to obtain new information and technology in the industry in time. Both sides should * * develop majors and courses that meet the requirements of enterprises, * * * formulate talent evaluation standards, * * * build training bases, keep pace with the times, improve talent training programs in time, and improve the social service ability of vocational education.
3.3 Strengthen the construction of teaching staff and pay attention to the cultivation of students' ability.
All teaching activities should revolve around? Student-centered and ability-oriented? Schools should improve teachers' comprehensive ability, standardize all aspects of teaching, and use modern teaching methods to strengthen the intuition of teaching; Constantly develop new teaching materials to realize the times of teaching materials; In addition, strengthen the employment of part-time teachers in enterprises and realize the unity of theory and practice.
refer to
[1] Hu Heping. Reflections on the comparison between Chinese and English vocational education. Journal of Shiyan Institute of Technology, February 2008.
[2] Chen. Comparison of vocational education concepts between China and Britain. Journal of Hubei University of Economics, April 2002.
[3] Li Yanping. A comparative analysis of the management modes of vocational education between China and Britain. Dongjiang Daily, 1999.2.