中国应试教育的分析-Analysis of Examination-Oriented Education in China [2]
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:13499
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。
the knowledge have been mastered wellor not. At meanwhile, the examination is always treated as the criteria to judge the quality of students. Many schools and universities absorb their students by sitting examination, the negative aspect is more and more outstanding.
1.2 The development ofexamination-oriented educationin China
The examination-oriented education in China has a long history. The earliest examination-oriented educationis imperial examinations. The first imperial examination was hold in HanDynasty, and as the only standard and concrete measure which were established through to Ching Dynasty. But the affection is deep and long. At present, you can find that many employment units and enterprises requested the talents with high educational background when they recruited. The requirement is university degree or above, or even master or doctor. The employerthink that the higher of educational background for the employeeswhichmeans the more knowledge andhigher of their abilities. There are still amount of people who have not get a job yet, one side is due to the low degree,on the other hand is due to the low abilities. In fact, this phenomenon was caused by examination-oriented education.
Despite of its widespread use, the traditional examination system has many problems. Ying & Fan (2001) pointed out several limitations in their case study of the traditional comprehensive Traditional examination system. One limitation is that the traditional focus on “objective” evaluation of student performance, which not match the ability of student in the China and emphasizes students’ point number. The second, traditional focus on reward and punishment lead student to focus on the point number rather than their own character development. The third, traditional evaluation system focuses on point number, which does not “scientifically” (morality, diligence, ability, and student performance). The fourth, student’s political stand is an important issue in the traditional evaluation system. Ying & Fan (2001) think student evaluation should instead emphasize “overall ability” as a student than only emphasize political variables. The traditional evaluation system focuses too much on quantitative data, including variables which are not appropriate for quantification. At the last, traditional evaluation system does not have systematic criteria based on scientific evidence.
Thus, many part-time schoolsisappearingintherecent years. Many parents pay more attentions on their young boys and girlsscore in examination rather than their interests or hobbies, even their mental health.Teachers also always ask for more homework and examination to improve the students’ ability which deal with the key sitting examination in summer. Heavier and heavier burden is put on their shoulders. In the sight of the youth, they could not be interested in the study if they were in such circumstances, and their real interest would have been restrained in whole. Excessive examinations lead the youth’s mind from relaxation to intension. In these ten years, manychildren suicide themselves for the pressure of the examination. Education becomes the calamity to some people.
After so many examinations, the so-called people of talent are often insufficient in individual character, and have too many characteristics in common, a situation that has directly given birth too many problems in the structure o
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