中美高等教育對比The Differences of Higher Education between China and America

AbstractEducationhasbecomeasymbolofthenationalpower.EveryyearagreatnumberofstudentsfromallovertheworldcometoAmericanforstudying.Onthecontrary,Chinaasanancientcountrycivilizationwithoverfivethousandyears,onlyhaveseveralfamousuniversities.ThispaperaimstostudythedifferenceofhighereducationbetweenChinaandAmericaandfindoutthemeritofAmericaneducation.Thentaketheessenceanddiscardthedregstoimprovethequalityofourowneducation.Keywords：HigherEducation;Difference;China;AmericanIntroductionHighereducationisaneducationallevelthatfollowsacompletionofaschoolprovidingasecondaryeducation,suchasahighschool,secondaryschool,oragymnasium.Highereducationisnormallytakentoincludeundergraduateandpostgraduateeducationvocationaleducationandtraining.Colleges,universitiesandinstitutesoftechnologyarethemaininstitutionsthatprovidehighereducation.Inmanydevelopedcountries,ahighproportionofthepopulation,nowenterhighereducationatsometimeintheirlives.Highereducationisthereforeveryimportanttonationaleconomic,bothasasignificantindustryinitsownrightandasasourceoftrainedandeducatedpersonnelfortherestoftheeconomy.Collegeeducatedworkerscommandasignificantwagepremiumandaremuchlesslikelytobecomeunemployedthanlesseducatedworkers.TheAmericanuniversityhasbeenconsideredasmodelsbytheworld,althoughitonlyhasahistoryof300years.EveryyearthousandsofstudentsfromallovertheworldcometoAmericanforstudying,includingalargenumberofChineseexcellentstudents.Withthedevelopmentofeconomic,Chinaalsoattractsalotofoverseastudentsinrecentyears,buttherestillaremanydifferencesonhighereducationbetweenChinaandAmerica.Asaresult,weshouldlearnfromAmericaandmakeimprovementinoureducation.ITheDifferencesofHigherEducationbetweenChinaandAmericaFirstly,theyaredifferentinteachingmethods.InAmerican,inspiringstudentsisgreatimportantforteaching.Inclassroom,teacherswillspeciallyputforwardsomeinspiringquestionsforstudents.Insuchateachingmode,studentsintheclassroomhaveahigherdegreeoffreedom,andtheycanbereadytomaketheirowndoubtforteacherswhichmadetheteachingatmospherelivelyandvivid.Thismethodofteachinghelpsstudentsdeveloptheabilityofindependentthinkingandsolvingproblem.However,China’shighereducationpaysmoreattentiontothesystematicstudy.Whenteachingthecurriculum,teachersshouldfollowinaccordancewithcertainteachingprograms.Althoughstudentshavecertaininteractivequestions,thiskindofquestionstendtobeconcentratedaftertheclass,ratherthanintheclassroom.Itisthemainmodethatclassistaughtbyteachersandstudentsjustlistentotherecords.Thisapproachisconductivetohelpthestudentslearnsystemicknowledge,andtheyhavelesssenseofinnovation.Secondly,theyhavedifferencesinthedependenceofstudents.InAmerica,collegestudentsarelikelytobemoreindependentoftheirparents.Studentsoftenmakedecisionsbythemselves,nomatteronstudyingandlive.Andstudentsareoftenexpected,aspartoflearningtobeanadult,topayforpartorallthecostsofcollegebythemselves.Ontheotherhand,parentsalsogivemorefreedomforchildrentothebestoftheirabilities.SomeAmericancollegestudentsthriveinthisnewfoundfreedom,andsomeflounder.Manygrowupquicklyduringcollege,whileothersfailandleavecollegetofindfull-timejobs.InChina,collegestudentsarelikelytobetheirparents5onlychild—thefocusoffamilypride,concern,andhope.Theirparents5workhardtohelpthemsucceed,includinghelpingthemstudyforthedreadedcollegeentranceexams.AndparentstrytheirbesttoteachtraditionalConfucianvaluesofhonoringfamily,teacher,andeducationandthemodernrealitiesofrapidlyexpandingcommerceandtechnology.Thirdly,theyhavedifferenttargets.InAmerican,everyuniversityhasitsreasonstoexist,nomatterhowsmallitis.Andeachuniversityknowswhattheirtargetis.Forexample,theeconomicinstituteofStanforduniversityhasthreegoalsforundergraduate.ThereisnodoubtthenumberofuniversitiesinChinaisincreasingbutmostuniversitydon’tknowwhyitshouldbeestablishedandexists.JustbecauseChinahasalargepopulation,moreuniversitiescanletmorestudentsgototheuniversity.Inaddition,thedevelopmentofChineseuniversitiesbehavesabitimpulsive,forexample,manyuniversitiesareseekingforcertain“worldrankings"butoverlooktheformaldevelopmentofthemselves.Andmostofstudentschoosetogotouniversityistogetadiplomawhichcanhelpthemfindajobeasily.IITheReasonsfortheDifferencesChinaandAmericahasdifferentsocialenvironment.Americaisopensocial.Thesociety5sopennessurgestheAmericancollegetoabandontheoldeducationonthoughtwhichEuropeantraditionaluniversitysticksto,adoptsopenpolicytoabsorballadvantagesfromothercountriesandestablishesdiverseandopeneducationcontrolsystemwhichemphasizestheactualeffects.Americaisthebiggestimmigrantcountrywhichhasverystrongcontainingnatureintheculture.Americaneconomyemphasizesonthepracticalvalue,matterrewardaswellasindividualvaluerealizationwithfastdevelopment,richmateriallife,strongmaterialideaandetc.TheAmericanadvocatestheindependentwayoflifeandwork.TheAmericanownsfullcreativehumanitiesspirit,theinnovationistheforeversubjectintheirbrains.Theypursuethehigh-techandprefertocompete.ContrastwithyoungAmerican,Chinaisthegreatnationwithglorioushistoryandculturaltraditions.TheChinesepeoplehavetheexcellentmoralofmodesty,rigorousandimplicit,butalsohavebeenovercautiousandconservative.ThroughChineseeconomyandtechnologyisquitebackward,ithasverystrongpotentialdevelopment.Therefore,Chinaimplementsthepolicyofopeningup,abundantlyabsorbsthebenefitandenrichesitself.Besides,Educationisaculturalphenomenon,differenteducationresponsetoadifferentculture.Sowecanseetheculturaldifferenceintheviewofhighereducation.Fromancienton,Chinesepeoplearealwaysveryconservative,whichresultintheylackofspiritofadventureandinnovativeconscious.Asaresult,thestudentintheclassroomisnotveryactive.Bycontrast,Americaisanationofimmigrantswithashorthistory.Withtheinfluenceofmulticultureanddifferentvalues,itiseasyforthemtobemorelivelyandfree.IIIEnlightenmentfromtheConceptofAmericanHigherEducationNowadays,China’shighereducationisshiftfromtheexamination-orientededucationtoqualityeducation.Indeedwhatkindofeducationprinciplesandpracticestochooseisnotonlyrelatedtoqualityofeducation,butrelatedtothefutureoftheChinesenationandallyoungstudents5lifedevelopment.Thereformofhighereducationshouldrespecthistoryandnationalconditionswithcompatibleabsorptionandinnovation.HereissomeenlightenmentfromtheconceptofAmericanhighereducation.Firstly,teachingmanagementshouldachievethereunificationofsystemandflexibility.Teachingmanagementsystemisasetofregulationsandcriterionstoensurethenormalfunctioningofteachingandextracurricularlife.Inthedevelopmentofteachingmanagementsystem,standardanduniformitynatureofthesystemifoftenfocused,whilethehumanities,reasonablenessandflexibilityisconsiderinsufficiently.Secondly,students5senseofparticipationshouldbefullyprominentinteachingpractice.Thestressofindividualizededucationistoawakenandmobilizestudents’mainprinciple,promotestudents’initiativeandcreativity.Itnotonlyemphasizestheleadroleofteachersintheprocessofteaching,butalsogivethemainroletostudentsintheprocessoflearning.Therefore,teachingshouldfocusontakingindividualizedteachingmethods,strategiesandtechniques,widelyapplythescienceteachingmethods.Furthermore,oureducationsystemshouldhaveappropriatelychange.Everyuniversityshouldadjustitsdirectionandpositioninatimelymannerwiththesocialdevelopment,sothatitkeeppacewiththetimes,andsuccessfullytransformtheuniversityintoahigherlevel.ConclusionFromwhathasmentionedabovew