Chinese education system

Chinese education systems          

  A look at the learning techniques applied in the Chinese education system is a relevant activity that needs to be understood. The understanding of the characteristics of the learning styles is an essential activity that is practiced (McDuffie et al., 2011). The learning technique relies on the repetitive form of rote learning and various forms of memorization that are applied in the schools. Apparently, the approach does not assist in the solving problem. The technique mostly applies the use poof to focus in understanding key topics. The majority of schools within China apply the learning technique in the schools. The application of the technique also uses authoritarian teaching whereby students must listen to what is being taught in the schools. Therefore, rote learning makes up one of the key characteristics of the learning styles applied.

            Silent learning makes up one of the learning characteristics that exist within the Chinese educational systems. The students are expected to listen to what the teacher says. The activity involves the adoption of learning characteristics. The activity takes place because of the promoted authoritarian leadership technique that is practiced in the school. When the teacher teaches and presides over a class, the class is expected to be obedient and silent in whatever is being taught in the classes. The application of the technique is not beneficial because it does not create room for student participation in the classrooms. The students are supposed to follow all the teachers’ instructions without asking any questions. Ideally, the teacher might be wrong with whatever choices that the teacher has towards the classroom.

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            Passive learning makes up another learning technique applied by most schools in the country. The students are expected to be respectful diligent and obedient to whatever is being taught in the classrooms. The learning technique is a way of promoting hard work amongst most students within the country owing to its preferred levels of success that are recorded. The activity depends on the ability of the teacher to come up with a reliable way of respecting the created rules of engagement (Neave, 2012). The learning technique also promotes regular interactions between the teachers and the student. The activity facilitates the students to learn more about specific topics through the regular interactions that take place between them and the students. The approach is quite beneficial because it enables them to reach the specific academic targets of the term in the school curriculum. 

            Based on the findings about the impact of western education establishment in the country, the establishments are quite popular amongst students in the country. A look at the nineteen responses helps a person to understand the concept being explained in the research paper. The students gave a negative perception towards the education system applied in China (Kipnis, 2011). The interview results explained the level of satisfaction experienced by eleven students. “I chose for Western Education because it does not judge students’ performance of study by one single exam”.  This is in accordance with George who feels that the system needs to be flexible like the western education. The response also illustrated the impacts that the western education establishment has over the current education system. The interview questions were asked randomly on the eight students to determine the positive and negative implications of the western educational establishments in the country. The results of the research are quite reliable owing to the direct feedback gained from the students that were interviewed.

            The findings address the popularity of western education in China. The activity takes place with interviews and questionnaires. It applied use of interviews and questionnaires with the Chinese student to get the required set of results is an essential activity carried out by the research team to ensure the collection of the correct set of results (Kwong, 2009). An understanding of the western education establishment is also a relevant activity carried throughout the research by the research team. The activity enabled the understanding as to why western education is perceived to popular in the communist nation of China. The application of the questionnaires and interviews on the topic of discussion is an important aspect of the paper that enables a person to understand the individual perspective of the readers towards their education system

            The nineteen responses also look at the potential risks that exist when the learners decide to pursue the western education establishments. The understanding of the risks is a relevant activity because it also points out the weakness of the western culture when an individual decides to pursue it (Gu, 2014). The activity becomes a challenge because of the different learning styles that exist in the western education and the Chinese education system “Sometimes I will confuse what the teacher said and have some problems while communicating.” The quotation was made by George a Chinese student. According to George, the student feels the difficulty in adopting by the English language.  The Chinese educations systems prefer the use of authoritarian in teaching while the issue does not exist in the western learn styles. The use of silent and passive leaning is common in Chinese schools while it does not exist in the western education structure. Most students explained that they would have trouble in adopting the learning technique owing to the existing differences.

            The western education establishment in the country comes from the American AP curriculum system and the advanced level British system. In this case, the offering of the AP curriculum before student admission to the American university is essential. The fifteen of the nineteen students prefer the AP curriculum because of choice. The students are presented with an existing choice that enables him or her to choose the preferred choice of subjects (Pepper, 2010). After choosing the subject in the relevant field, the activity enables the students to graduate on an early basis. The interviews also explain how the parents of the students play a participative role in the decisions made by the students in regards to the curriculum. Ideally, the understanding of the curriculum enabled students to understand the potential benefits accrued from the use of the system in the country. In conclusion, Western education curriculum favor is popularity in China.

            The interview and questionnaire queries also focus on challenges that the students face when adopting to the western education structure. Since the activity, entail mostly the use English language. The interviews asked about the challenges experienced when using the language. The thirteen responded to the potential challenges that they expect from learning English. The challenge arises because of the shifting of Chinese to English (Gu, 2014). The understanding of the alphabets in the inclusion of the basic vowels and number together with the pronunciation proved quite challenging to students that adopted western education. The adopting o the western establishment becomes a challenge because of minimal knowledge in the understanding of the English language. The students have difficulty in understanding the language and the issue reflected in the reading of textbooks and other essential books.

            After reading the findings, one understands the relevance of school curriculum in the education system. The creation of a wrong school curriculum leads to the delivery of low-quality education. The implementation of the right school curriculum leads to the delivery of the high quality of education. The findings enables a person to understand the learning styles together with the characteristics that are applied in the Chinese education structure (Adamson, 2014). Ideally, the activity leads to the creation of a reliable set of understanding as to why the western education is popular in most parts of the world. Additionally, the practical aspect of education comes into play with experiments and practical lessons during classes. The study indicates that the western education incorporates such practices while the Chinese rarely apply this relevant aspect of learning. Therefore, the paper enables a person to have a broad insight into the western and Chinese education system.

            In summary, the understanding of both Chinese education and western education system is vital. Western education has influence in most parts of the world. The British educational curriculum and the American education system are quite poplars in various countries The western education structure has some influence in the country. The understanding of the advantages accrued from adopting the Western education is an essential factor that needs to be closely observed for creating a perfect comparison. The preparation of the AP curriculum makes up an essential subject of debate owing to the technique applied in the creation of the curriculum. After reading the paper, one understands the relevance of school curriculum in the education system.

            The establishments are quite popular amongst students in the country based on the research conducted about the impact of western education establishment in the country. According to the findings of the interviews, the students feel that the education system of the country was created to facilitate examination passing. The western education establishment in the country comes from the American AP curriculum system and the advanced level British system. The interviews also focus on challenges that the students face when adopting to the western education structure. When given the option of choosing between western education and Chinese education, the majority of the students preferred western education. Most students value the practical aspect of education rather than the passing of the tests. A look at the interviews conducted explains the point.

            The Western education establishment is quite different from the Chinese education system. The failures of the Chinese education system to address basic issues have made the western education to be quite popular in the research. Based on the findings, the nineteen students prefer western education owing to the benefits. The rigidity that exists in the Chinese education structure has made it unpopular amongst the students. The Chinese government should make key changes to the education system to accommodate the needs of its students. The activity would increase its level of popularity in the country. The influence of western education in the country has become quite popular in such a way that most people prefer the application of the system in their studies. In conclusion, the chins government needs to make changes in its system.

References

Fingar, T., Reed, L. A., Perrolle, P. M., U.S.-China Education Clearinghouse., Committee on Scholarly Communication with the People’s Republic of China (U.S.), ; National Association for Foreign Student Affairs. (2012).;An introduction to education in the People’s Republic of     China and U.S.-China educational exchanges. Washington, DC: The Committee.

Gu, M. (2014). Cultural foundations of Chinese education.

Kipnis, A. B. (2011). Governing educational desire: Culture, politics, and schooling in China.    Chicago: University of Chicago Press.

Krieger, L., & Research and Education Association. (2010). AP U.S. history: Crash course.       Piscataway, N.J: Research & Education Association.

Neave, G. R. (2012). The evaluative state, institutional autonomy and re-engineering higher       education in Western Europe: The prince and his pleasure.

Pepper, S. (2010). Radicalism and education reform in 20th-century China: The search for an    ideal development model. Cambridge [u.a.: Cambridge Univ. Press.

Stephens, W. B. (2013). Education in Britain, 1750-1914. Basingstoke: Macmillan.

Yu, K. (2012). Tertiary education at a glance: China. Rotterdam: SensePublishers.

Adamson, B. (2014). China’s English: A history of English in Chinese education. Hong Kong: Hong Kong University Press.

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Kwong, J. (2009).;Chinese education in transition: Prelude to the cultural revolution. Montreal.