作业帮中国教育制度英文介绍ppt
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中国教育制度英文介绍ppt
需要有关中国现代教育制度,课程设置,地区差异等相关内容介绍的英文ppt.不知道在哪里可以下到.
需要有关中国现代教育制度,课程设置,地区差异等相关内容介绍的英文ppt.不知道在哪里可以下到.
http://www.edu.cn/20041203/3123354.shtml
The People's Republic of China has a nationwide system of public education, which includes primary schools, middle schools (lower and upper), and universities. Nine years of education is technically compulsory for all Chinese students.
Education in China is the help of the Ministry of Education. The education system provides free primary education for six years (some provinces may have 5 years for primary school but 4 years for middle school), starting at age seven or six, followed by six years of secondary education for ages 12 to 18. At this level, there are three years of middle school and three years of high school. The Ministry of Education reported a 99 percent attendance rate for primary school and an 80 percent rate for both primary and middle schools. Since free higher education was abolished in 1985, applicants to colleges and universities competed for scholarships based on academic ability. Private schools have been allowed since the early 1980s. The population has had on average only 6.2 years of schooling, but in 1986 the goal of nine years of compulsory education by 2000 was established.
Tsinghua is a top university in Mainland ChinaThe United Nations Development Programme reported that in 2003 China had 116,390 kindergartens with 613,000 teachers and 20 million students. At that time, there were 425,846 primary schools with 5.7 million teachers and 116.8 million students. General secondary education had 79,490 institutions, 4.5 million teachers, and 85.8 million students. There also were 3,065 specialized secondary schools with 199,000 teachers and 5 million students. Among these specialized institutions were 6,843 agricultural and vocational schools with 289,000 teachers and 5.2 million students and 1,551 special schools with 30,000 teachers and 365,000 students.
In 2003 China supported 1,552 institutions of higher learning (colleges and universities) and their 725,000 professors and 11 million students (see List of universities in the People's Republic of China). While there has been intense competition for admission to China’s colleges and universities among college entrants, Tsinghua and Beijing universities are amongst more than 100 other key universities that have been the most sought after.
The total literacy rate in China was 90.8% (male 95.1%; female 86.5%), based on 2002 estimates.
Contents [hide]
1 History
2 Education policy
3 Primary education
3.1 Primary schools
3.2 Preschool education
3.3 Special education
4 Secondary education
4.1 Middle schools
4.2 Vocational and technical schools
5 Higher education
5.1 Background
5.2 Modernization goals in the 1980s
5.2.1 Entrance examinations and admission criteria
5.2.2 Changes in enrollment and assignment policies
5.2.3 Scholarship and loan system
5.2.4 Study abroad
5.3 Educational investment
5.4 Reform in the 21st Century
6 Teachers
7 Adult and online education
7.1 Role in modernization
7.2 Forms
7.3 Literacy and language reform
8 Rural education
9 Private education
10 See also
11 References
12 External links
[edit] History
See also: History of education in China
Looking at the repudiation of the Cultural Revolution (1966-76), the development of the education system in China has been geared particularly to the advancement of economic modernization. Among the notable official efforts to improve the system were a 1984 decision to formulate major laws on education in the next several years and a 1985 plan to reform the education system. In unveiling the education reform plan in May 1985, authorities called for nine years of compulsory education and the establishment of the State Education Commission (created the following month). Official commitment to improved education was nowhere more evident than in the substantial increase in funds for education in the Seventh Five-Year Plan (1986-90), which amounted to 72 percent more than funds allotted to education in the previous plan period (1981-85). In 1986 some 16.8 percent of the state budget was earmarked for education, compared with 10.4 percent in 1984. Since 1949, education has been a focus of controversy in China. As a result of continual intraparty realignments, official policy alternated between ideological imperatives and practical efforts to further national development. But ideology and pragmatism often have been incompatible. The Great Leap Forward (1958-60) and the Socialist Education Movement (1962-65) sought to end deeply rooted academic elitism, to narrow social and cultural gaps between workers and peasants and between urban and rural populations, and to "rectify" the tendency of scholars and intellectuals disdain manual labor. During the Cultural Revolution, universal education in the interest of fostering social equality was an overriding priority.
The city government of Beijing brings the basics of differential calculus to the massesThe post-Mao Zedong Chinese Communist Party leadership viewed education as the foundation of the Four Modernizations. In the early 1980s, science and technology education became an important focus of education policy. By 1986 training skilled personnel and expanding scientific and technical knowledge had been assigned the highest priority. Although the humanities were considered important, vocational and technical skills were considered paramount for meeting China's modernization goals. The reorientation of educational priorities paralleled Deng Xiaoping's strategy for economic development. Emphasis also was placed on the further training of the already-educated elite, who would carry on the modernization program in the coming decades. Renewed emphasis on modern science and technology, coupled with the recognition of the relative scientific superiority of the West, led to the adoption, beginning in 1976, of an outward-looking policy that encouraged learning and borrowing from abroad for advanced training in a wide range of scientific fields.
Beginning at the Third Plenum of the Eleventh National Party Congress Central Committee in December 1978, intellectuals were encouraged to pursue research in support of the Four Modernizations and, as long as they complied with the party's "Four Cardinal Principles" they were given relatively free rein. But when the party and the government determined that the strictures of the four cardinal principles had been stretched beyond tolerable limits, they did not hesitate to restrict intellectual expression.
Literature and the arts also experienced a great revival in the late 1970s and 1980s. Traditional forms flourished once again, and many new kinds of literature and cultural expression were introduced from abroad.
[edit] Education policy
The overthrow of the corrupt and ineffectual Guomindang regime in 1949 ended China's "feudal capitalist" system in which education was effectively closed to workers and peasants in practical terms despite Sun Yat-Sen's support of general education in principle; the inflation-ridden economy of the Guomindang excluded the children of all but an elite from education, and stress on the "classics" and a difficult written tradition compounded this effective exclusion.
However (cf. China: A New History, John King Fairbank and Merle Goldman, Harvard University Press 2006), the Marxist ideology of the post-1949 government, in reacting to the overly literary and classical tradition of China, overstressed in turn "practical applications" and the superior wisdom of the worker and peasant, whose hand-skill was assumed to be the "base" to the "superstructure" of science and learning in general. This resulted in various experiments in which peasants and industrial workers were made "teachers" overnight but were unable to gain respect or communicate their tacit knowledge.
The new Communist government created wide access to some form of education for all, except children of people under suspicion for "landlordism" and other bourgeois crimes. The possibility however of re-education and service to the "masses" was held out to bourgeois families as long as they proved their good faith by service to the workers and peasants.
This meant that even before the Cultural Revolution, there was a continuum, in China, between the prison, the re-education camp, and the school, a continuum which also exists in the West. Formally speaking, the opportunity was extended to all classes to join China's project on its Leninist terms.
The education provided was practical and made accessible, for example by simplifying many characters for quick learning and by training people in skills they could use, including the basic medical training provided "barefoot doctors", actually paramedics that provided medical care, midwifery and instruction on the evils of footbinding and female infanticide in such rural areas where those practices still existed.
Like most serious Communist and socialist governments before and since, the Chinese Communist government provided "the goods" to the bottom of society in good faith and for this reason received broad support before the Cultural Revolution from the people at the bottom. "Old One Hundred Names" was unaware of, and indifferent to, the fate of intellectuals during the Great Leap Forward and the Hundred Flowers epochs of the late 1950s, but seems on balance that for the first time in Chinese history, something was being done for his children's education and welfare, as it was being done contemporaneously in Russia, in the 1960s in Cuba, and continues to be done today in Venezuela.
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The People's Republic of China has a nationwide system of public education, which includes primary schools, middle schools (lower and upper), and universities. Nine years of education is technically compulsory for all Chinese students.
Education in China is the help of the Ministry of Education. The education system provides free primary education for six years (some provinces may have 5 years for primary school but 4 years for middle school), starting at age seven or six, followed by six years of secondary education for ages 12 to 18. At this level, there are three years of middle school and three years of high school. The Ministry of Education reported a 99 percent attendance rate for primary school and an 80 percent rate for both primary and middle schools. Since free higher education was abolished in 1985, applicants to colleges and universities competed for scholarships based on academic ability. Private schools have been allowed since the early 1980s. The population has had on average only 6.2 years of schooling, but in 1986 the goal of nine years of compulsory education by 2000 was established.
Tsinghua is a top university in Mainland ChinaThe United Nations Development Programme reported that in 2003 China had 116,390 kindergartens with 613,000 teachers and 20 million students. At that time, there were 425,846 primary schools with 5.7 million teachers and 116.8 million students. General secondary education had 79,490 institutions, 4.5 million teachers, and 85.8 million students. There also were 3,065 specialized secondary schools with 199,000 teachers and 5 million students. Among these specialized institutions were 6,843 agricultural and vocational schools with 289,000 teachers and 5.2 million students and 1,551 special schools with 30,000 teachers and 365,000 students.
In 2003 China supported 1,552 institutions of higher learning (colleges and universities) and their 725,000 professors and 11 million students (see List of universities in the People's Republic of China). While there has been intense competition for admission to China’s colleges and universities among college entrants, Tsinghua and Beijing universities are amongst more than 100 other key universities that have been the most sought after.
The total literacy rate in China was 90.8% (male 95.1%; female 86.5%), based on 2002 estimates.
Contents [hide]
1 History
2 Education policy
3 Primary education
3.1 Primary schools
3.2 Preschool education
3.3 Special education
4 Secondary education
4.1 Middle schools
4.2 Vocational and technical schools
5 Higher education
5.1 Background
5.2 Modernization goals in the 1980s
5.2.1 Entrance examinations and admission criteria
5.2.2 Changes in enrollment and assignment policies
5.2.3 Scholarship and loan system
5.2.4 Study abroad
5.3 Educational investment
5.4 Reform in the 21st Century
6 Teachers
7 Adult and online education
7.1 Role in modernization
7.2 Forms
7.3 Literacy and language reform
8 Rural education
9 Private education
10 See also
11 References
12 External links
[edit] History
See also: History of education in China
Looking at the repudiation of the Cultural Revolution (1966-76), the development of the education system in China has been geared particularly to the advancement of economic modernization. Among the notable official efforts to improve the system were a 1984 decision to formulate major laws on education in the next several years and a 1985 plan to reform the education system. In unveiling the education reform plan in May 1985, authorities called for nine years of compulsory education and the establishment of the State Education Commission (created the following month). Official commitment to improved education was nowhere more evident than in the substantial increase in funds for education in the Seventh Five-Year Plan (1986-90), which amounted to 72 percent more than funds allotted to education in the previous plan period (1981-85). In 1986 some 16.8 percent of the state budget was earmarked for education, compared with 10.4 percent in 1984. Since 1949, education has been a focus of controversy in China. As a result of continual intraparty realignments, official policy alternated between ideological imperatives and practical efforts to further national development. But ideology and pragmatism often have been incompatible. The Great Leap Forward (1958-60) and the Socialist Education Movement (1962-65) sought to end deeply rooted academic elitism, to narrow social and cultural gaps between workers and peasants and between urban and rural populations, and to "rectify" the tendency of scholars and intellectuals disdain manual labor. During the Cultural Revolution, universal education in the interest of fostering social equality was an overriding priority.
The city government of Beijing brings the basics of differential calculus to the massesThe post-Mao Zedong Chinese Communist Party leadership viewed education as the foundation of the Four Modernizations. In the early 1980s, science and technology education became an important focus of education policy. By 1986 training skilled personnel and expanding scientific and technical knowledge had been assigned the highest priority. Although the humanities were considered important, vocational and technical skills were considered paramount for meeting China's modernization goals. The reorientation of educational priorities paralleled Deng Xiaoping's strategy for economic development. Emphasis also was placed on the further training of the already-educated elite, who would carry on the modernization program in the coming decades. Renewed emphasis on modern science and technology, coupled with the recognition of the relative scientific superiority of the West, led to the adoption, beginning in 1976, of an outward-looking policy that encouraged learning and borrowing from abroad for advanced training in a wide range of scientific fields.
Beginning at the Third Plenum of the Eleventh National Party Congress Central Committee in December 1978, intellectuals were encouraged to pursue research in support of the Four Modernizations and, as long as they complied with the party's "Four Cardinal Principles" they were given relatively free rein. But when the party and the government determined that the strictures of the four cardinal principles had been stretched beyond tolerable limits, they did not hesitate to restrict intellectual expression.
Literature and the arts also experienced a great revival in the late 1970s and 1980s. Traditional forms flourished once again, and many new kinds of literature and cultural expression were introduced from abroad.
[edit] Education policy
The overthrow of the corrupt and ineffectual Guomindang regime in 1949 ended China's "feudal capitalist" system in which education was effectively closed to workers and peasants in practical terms despite Sun Yat-Sen's support of general education in principle; the inflation-ridden economy of the Guomindang excluded the children of all but an elite from education, and stress on the "classics" and a difficult written tradition compounded this effective exclusion.
However (cf. China: A New History, John King Fairbank and Merle Goldman, Harvard University Press 2006), the Marxist ideology of the post-1949 government, in reacting to the overly literary and classical tradition of China, overstressed in turn "practical applications" and the superior wisdom of the worker and peasant, whose hand-skill was assumed to be the "base" to the "superstructure" of science and learning in general. This resulted in various experiments in which peasants and industrial workers were made "teachers" overnight but were unable to gain respect or communicate their tacit knowledge.
The new Communist government created wide access to some form of education for all, except children of people under suspicion for "landlordism" and other bourgeois crimes. The possibility however of re-education and service to the "masses" was held out to bourgeois families as long as they proved their good faith by service to the workers and peasants.
This meant that even before the Cultural Revolution, there was a continuum, in China, between the prison, the re-education camp, and the school, a continuum which also exists in the West. Formally speaking, the opportunity was extended to all classes to join China's project on its Leninist terms.
The education provided was practical and made accessible, for example by simplifying many characters for quick learning and by training people in skills they could use, including the basic medical training provided "barefoot doctors", actually paramedics that provided medical care, midwifery and instruction on the evils of footbinding and female infanticide in such rural areas where those practices still existed.
Like most serious Communist and socialist governments before and since, the Chinese Communist government provided "the goods" to the bottom of society in good faith and for this reason received broad support before the Cultural Revolution from the people at the bottom. "Old One Hundred Names" was unaware of, and indifferent to, the fate of intellectuals during the Great Leap Forward and the Hundred Flowers epochs of the late 1950s, but seems on balance that for the first time in Chinese history, something was being done for his children's education and welfare, as it was being done contemporaneously in Russia, in the 1960s in Cuba, and continues to be done today in Venezuela.
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