中国应试教育的分析-Analysis of Examination-Oriented Education in China [4]
论文作者:英语论文论文属性:作业 Assignment登出时间:2014-04-15编辑:caribany点击率:13510
论文字数:4199论文编号:org201404151524279373语种:英语 English地区:英国价格:免费论文
关键词:Examination-Oriented Education应试教育quality-oriented education素质教育student evaluation system
摘要:本文综述了在中国应试教育的现状。改革源于全球化的教育和知识经济的出现的重新构想。由于采用了开放政策,教育被放在一个战略地位。这些变化是在考试应试教育显著的进步,已经不再适应现代社会的发展,现在应为社会提供更广泛和更优质的服务。
3 of who made their achievements in their 20s. That is to say, every excellent high school graduate has the potential to be the backbone of scientific research in the near future. However, Nobel Prize has never been issued to any scholar from the Chinese mainland, as examination-oriented education here pushes students to become interested only in the result of examinations, rather than the mastery of knowledge. Even if some of them might survive the challenge of a series of examinations and get a doctor's degree, they have already passed the best age for scientific research. Besides, scientific research in China is usually mixed with a lot of non-academic factors, which makes it impossible to keep a “pure”environment for research. Though China has invested a lot on the learning of sciences, with no enough support from education authorities and appropriate atmosphere, it will be very difficult for Chinese scientists to make extraordinary achievements.However, in the wake of postmodern criticism against Eurocentric rationalism, Chinahas cherished local or indigenous languages, values and forms of knowledge in the recent education reform. In search ofher own cultural identity through education, Chinahas been confronted with the problems caused not only by the global trends of internationalization, but also by her specific historical fate: under examination modefor severalyears.It is therefore essential to give an historical analysis before proceeding to discuss the current issues of ability education reform in China.
Therefore, China is challenging Examination-oriented Education by advocating quality-oriented education, and appeal to release the study burden of the students, on the contrary, the student take more free time on their study for retaining the high score in their examinations.The alternative will focus on the students’ ability as a whole.
2.3 Influence of student evaluation system inwestern country
The development of modern education system in Western Europe since Enlightenment constitutes a chain of modernization. Modernization is characterized by Max Weber (1970) as a continuous process of rationalization, intellectualization, above all ,a process of demystification of the world. The global diffusion of western rationality is thus conductive to the promotion of order and control and the achievement of enhanced interconnectedness of the world in a unified system. Modern education system, astheproduct of the western modernization, has provided impetus that reinforced effective rational control of the world. The western model of rationalization is thus universalized as a highly institutionalized quasi world polity, which attempts to transcend particular cultural identities in favors of a universal identity (A. Benjamin, 1989)
On the other hand, western efficiency logic of capitalism was also urgently needed in Chinafor developing industry and foreign trade in order to survive herself in the highly competitive international jungle. Theory of human capital, theory of modernization and competency-based education had been specifically underscored in the education policy since 1990s with a view to promoting economic development through effective educational implementation.
The change in the international milieu and the internal change of the economic system bring the new challenge to traditional education mode.
As western modernity has achieved
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