英國文化本科課程essay-The purposes of the British education system

 

 

Abstract: This paper introduced the British education system simply, analyzed the purposes of the British education system in detail. In addition, some comments were given to the purposes, from which, people can know more about the British education system. 

摘要：本文介紹了英國的教育體系簡單，詳細(xì)分析了英國教育系統(tǒng)的用途。此外，作了一定的評述的目的，從中，人們可以知道更多關(guān)于英國教育系統(tǒng)。

 

 

Key words: Britain education system; purposes; China; compare; 

 

 

1. Introduction of the British education system

Britain is a country with a long tradition of education. After several centuries of evolution, its education system is quite perfect and complex, and it is of great flexibility. Overall, the education system of Britain can be divided into three stages: Compulsory Education, Further Education and Higher Education.

 

 

Speaking of the education in the UK, perhaps the following sentence can be very vividly reflects its educational philosophy: British education is not intended to teach students to become computers or calculators as accurate calculation tools, but to teach them how to use computers and calculators to survive for other work. In the UK, the focus of education is not to impart knowledge rigidly, but surviving for the living people. Namely, developing people who can think and work independently; cultivating student’s personality; cultivating people with specialized knowledge and practical skills. All of these are the starting point and measure standards of the school system and teaching activities. Under this education system, educators believe that if a man mastered the foundation of his discipline, and learned how to think and work independently, he will surely be able to find their own way. What’s more, compared with those who only received the details of the knowledge, they will be adapted to change and make progress better. Thus, in the classroom of the United Kingdom, the questions that teachers asked are more likely some open questions. They encourage students to give different answers.  For British teachers, the meaning of the thought process is more valuable than the outcome of thinking.說到英國的教育，也許下面的句子可以很生動地反映了其教育理念：英國教育的目的不是教學(xué)生成為計算機或計算器為準(zhǔn)確計算工具，而是教他們?nèi)绾问褂糜嬎銠C和計算器生存的其他工作。在英國，教育的重點不是傳授知識，嚴(yán)格，但還活著的人。即，人可以發(fā)展獨立思考和獨立工作；培養(yǎng)學(xué)生的人格；培養(yǎng)具有專業(yè)知識和實踐技能的人。這些都是本文研究的出發(fā)點和衡量標(biāo)準(zhǔn)的學(xué)校系統(tǒng)和教學(xué)活動。這種教育體制下，教育工作者認(rèn)為，如果一個人掌握了自己的學(xué)科基礎(chǔ)，并學(xué)會如何獨立思考和獨立工作，他一定能找到自己的方式。更重要的是，與那些只接受知識的細(xì)節(jié)相比，他們會適應(yīng)變化和進步，更好的。因此，在英國的課堂，教師問更可能是一些開放的問題。他們鼓勵學(xué)生給出不同的答案。英國教師，思想過程的意義是不是思維的結(jié)果更有價值。#p#分頁標(biāo)題#e#

 

 

2. Analysis on British education system

In my opinion, the British education system is relatively perfect. Its educational purpose is clear, and is able to cultivate more and better talents for the development and progress of the society. First, the British education can keep up with time. British universities don’t have uniform textbooks, so the instructors will usually list a recommendation of books for students to choose. Instructors always tried to choose content of the latest, most promising to teach. Secondly, the career-oriented is very strong. British universities are fully aware that the purpose of higher education is mainly for students’ employment, so their course to be studied will firmly grasp the needs of the job market. Almost no one course is useless. If the employment rate was low, this would demonstrate that there were some problems in this school. Thirdly, the students they trained usually have better hands-on ability. Exams in the UK universities are not too much, but there are a lot of curriculum designs and on-site speaking, these are the best exercise for each student to gain abilities and thinking skills. There are many specialized agencies and organizations for students to participate in various internships. So after graduation, students will be able to immediately get employment. Finally, the major settings are associated with students' personal interests in the schools, thus ensuring that each student can play to his strength.

 

 

3. A comparison with Chinese education system

The objectives of China's educational including: Education must serve the constriction of socialist modernization, serve the people, and must be combined with productive labor and social practice. Thus cultivate socialistic builders and successors of all-round development of moral, intellectual, physical, aesthetic and labor.

 

 

The differences of education between China and the United Kingdom can be seen through comparing the differences of the students between the two countries. In the aspect of independent study, the British students are more independent than Chinese students. British students are able to go to the library to find the information they need to complete a relatively formal Project. British student's have higher ability to live independently than Chinese students. In Britain, students who do not share the housework are rare; they were trained to help parents rub cars, cut lawns when they were child. British students have stronger sense of teamwork. British school has always attached great importance to the 'teamwork' education of students, in public places or group activities, individuals must obey the group. British student's physical fitness is better. Sport is not simply an important curriculum in the British secondary school, what’s more, every day at four o’clock, most of the students would appeared in the sports area to do exercise. The inquiring spirit of English students is very strong. When doing something, they are very open, bold vision and courage, don’t fettered by rules and regulations. They not only have their own opinion about questions, but also pay emphasis on scientific proof. They are keen to explore to find the answer.#p#分頁標(biāo)題#e#

 

 

4. Conclusion

Through comparing with Chinese education system, the differences are very apparent. China has much to be improved in the aspect of education. Here, the British education system has given an good example for China to follow.

 

 

References:

Jianhua Zhao, Xiaohua. (2009). LiInspiration from an Analysis of the British and American Quality Assurance System of Distance Higher Education.  pp: 241 – 246

Jane Brooks, Anne Marie http://www.400190.com/default.html Rafferty. (2010). Degrees of ambivalence: Attitudes towards pre-registration university education for nurses in Britain,  Nurse Education Today.  pp: 579-583

Jacquie L’Etang. (1999). Public relations education in Britain: An historical review in the context of professionalisation. Public Relations Review. Pp: 261-289