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High School Education in America and China: A Comparison

2021-09-11 来源: 51Due教员组 类别: Essay范文

51Due教员组今天给各位留学生带来一篇纯原创代写教育范文,本文是对中美高中教育比较,希望这篇可以帮助到各位留学生,同时需要代写也可以直接联系我们51Due客服vx(vx:Jenny_dynh)进行咨询。

 

High school education systems in China and the United States are different in many ways. China's education focuses on the accumulation and indoctrination of knowledge. It focuses on cultivating students' respect for knowledge and authority, the mastery and inheritance of knowledge, and the construction of a knowledge system. In comparison, the United States education places more emphasis on cultivating students' practical ability to apply knowledge. In this essay, the two education systems are compared in terms of schools, assessment, and teaching. Through the comparisons, it has been found that the education in China provides students with a more systematic academic knowledge foundation, but the education in America is better in school variety, assessment setting, class interactivity, and promoting creativity in the students.

 

In the United States, public and private schools coexist. The United States has achieved 12 years of free basic education, but it still supports and encourages the development of private schools. Regardless of whether it is a public school or a private school, it attaches great importance to educational characteristics and diversified school-running models. Each high school has its own strengths, such as science, art, academic abilities, and so on. There are also high schools that combines preparatory education with employment training. These different high schools better facilitate the various needs of different types of students.

 

In China, most of the high schools are public schools. The proportion of private schools is relatively small, and there exist many difficulties in their development. For example, insufficient funds, poor management, and ageing teachers, and poor teaching quality. Most public schools are basically running schools in pursuit for a good rate of university admissions. Therefore, the more students from a high school goes to high ranking universities, the better this school is considered. Even the private schools have also imitated this direction. The mode of school running is very singular and grade-oriented. As a result, students who are trained in this system lack practical skills.

 

In addition to school types, the evaluation of students' achievements is another major element of education. In the United States, performance generally indicates only that the student completes the learning task at a particular stage, and is not the only measure of their academic performance. What schools value more is the cultivation and improvement of students’ comprehensive abilities in basic education, through a variety of extracurricular activities. The school's evaluation of student achievement is not based on a single test. There are three main methods of assessment: One is the quizzes and assignments. The second is class projects. When students complete a unit or a course, they must apply the knowledge they learned to design or product the project. The third part is the final exam. The score of the finals take less than half of the total assessment (OEDC).

 

In contrast, China's basic education has been all about examinations. Important exams (such as the high school entrance exams and college entrance examinations) can be life-determining. The focus on examinations increases students’ academic burdens (Boyd, 2008). In recent years, China’s basic education has been trying to change its practice of simply assessing students’ scores. However, most of the students in China are still under a lot of pressure in achieving better academic performance.

 

Finally, classroom atmosphere and teacher-student interaction is also an important part of educational experience. Schools in the United States value and respect children's self-esteem and confidence since childhood. Students can speak to their teachers at any time in the classroom, express their opinions, discuss and even debate, and the classroom atmosphere is free and relaxed. It is a typical student-oriented teaching mode. The style of American teachers’ classes can be lively and even dramatic. However, this may also lead to the lack of systematic content or organization. It can be confusing for the students as American teachers do not try to solve the problems step by step for their students. The American concept of education emphasizes on research, practical abilities, and the cultivation of innovative spirit. It encourages students to challenge the authority. In this way of teaching, teachers are actually in an auxiliary position. Students have more autonomy. Overall, the American education model is more inclined to cultivate creativity and critical thinking.

 

Different from the US, teachers assume the absolute dominant position in Chinese classes. China’s education has always attached importance to student knowledge and humanistic cultivation. This feature includes personal knowledge, ideological and moral cultivation and so on. Therefore, in the classroom, the teacher's explanation and guidance are particularly important. In order to clarify a point, one or more lessons is often used to explain a single problem to make sure everybody understands. There are interactions between the students and the teacher in the classroom, but this proportion is still relatively small. It is common to see a Chinses teacher lectures continuously in the classroom, and the students pay full attention and take notes silently. In this way of education, the students’ critical thinking patterns and creativity are slower to develop (Boyd, 2008). Although such teaching gives students solid basic skills, they may lack the ability to practice and innovate.

 

In conclusion, the Chinese and US high school education have distinctive focuses and styles. The United States is an immigration country. Its characteristics of inclusiveness and innovation are clearly reflected in the field of education, with more emphasis on freedom, independence, and personality development. In comparison, China’s education emphasizes more on self-cultivation and seeking common ground while reserving differences. China’s education has a very strong desire and motivation for superior academic performances. It attaches great importance to basic education. As a result, students’ basic knowledge is better established. Despite the solid academic foundations provided by China’s education, US high schools are found to be better in school variety, assessment design, class room interactivity, and the promotion of creativity, practical abilities, and innovation.

 

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