Analysis of Examination-Oriented Education in China
Abstract: Since the 21st century, the economic globalization trend has been increased very obviously and the intellectual economy era is coming. Human society existence and development depend more and more on the innovation talent. The defects of examination-oriented education in cultivating talents becoming more and more obvious. Faced with the challenge of intellectual economy, we should change the traditional education mode. This paper summarizes the conditions of the examination-oriented education in China nowadays. Analyzed the default and effect of examination-oriented education. Some suggestions were proposed which relative to educational reform and development in China education.
Keywords: examination-oriented education, quality-oriented education, student evaluation system comprehensive ability
1. A description of disadvantage of traditional student evaluation system in China
Examination-Oriented Education has become a tendency which is simple for coping examination and striving for high score and one-side pursuing the high rate of entrance enrollment. From the first day in the school, we have just accepted all sorts of rendering based in society. If we can get a high mark, we will enter one key-middle school, a key-high middle school, a key-university. The exam scores decide which school we can attend. Only score can decide that you can get it or not. The score can decide all of your life. In one word, score is everything. Of course, we should try to obtain high marks in examination. But it is meaningless for us only to seek high marks in exam. We do not care about the moral cultivation, the survivability, the independence of our students, causing they have high marks but low abilities.
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- The background of examination-oriented education in current
Under the social background of examination-oriented education, people are busy with dealing with various kinds of examinations in their prime; and after all the necessary examination shave been passed, he or she is already old, like an arrow at the end of its flights and unable to do as much as one would like to. Then, who is the China rely on for scientific and technological innovation?
Education without broad, high-level and clear cultural consciousness, as Ed. Spranger (1920) argues, would remain a limited craft. The history of education must also be history of culture. The structure of education reflects the cultural consciousness and codes prevailing in the historical situation which the education take place. The aim of education is to teach the people science, technology and knowledge. In the world, most people get the education from school and institute, while the others learn by themselves. For every learner, the examination is very important as it is the measurement to test whether the knowledge have been mastered well or 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.
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- The development of examination-oriented education in China
The examination-oriented education in China has a long history. The earliest examination-oriented education is imperial examinations. The first imperial examination was hold in Han Dynasty, 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 employer think that the higher of educational background for the employees which means the more knowledge and higher 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 amp; 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 studentsrsquo; 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, studentrsquo;s political stand is an important issue in the traditional evaluation system. Ying amp; 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 schools are appearing in the recent years. Many parents pay more attentions on their young boys and girls score in examination rather than their interests or hobbies, even their mental health. Teachers also always ask for more homework and examination to improve the studentsrsquo; 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 ex
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MORAL EDUCATION TECHNOLOGIES IN PEDAGOGICAL THEORY
AND PRACTICE OF POLAND AND UKRAINE
ABSTRACT
he comparative analysis of theoretical bases and the practice of moral education technologies implementation in Polish and Ukrainian pedagogy has been made. There has been stated that moral education technology in Ukrainian pedagogical science can be interpreted as a moral education system, the constituent parts of which are the following: aims, the content of the technology, procedural components (forms, methods and means of interaction between a teacher and pupils) ,iagnostic tools, and the result that meets the defined aim. Moral education technology can also be interpreted as modern means of moral education; as a project (model) of moral education process; as a branch of scientific knowledge; as any educational innovation. Moral education technology is interpreted as a strategy of moral education in Polish educational science. Three strategies of moral education – forming, searching and open – have been described. There have been determined that in Polish and Ukrainian pedagogical sciences the technology of moral education is considered to be a wider concept than the method and methodology. The technology of moral education is interpreted as a branch of scientific knowledge about the process, bases, techniques, methods and means of moral education, as well as conditions of its effectiveness, which ensure educational skills. Criteria of moral education technologies have been determined. The importance of educational diagnostics to the development of moral education technologies has been shown. The causes of the weak development of moral education technologies such as the lack of the accordance to the diagnostics criterion, an intuitive approach to solving moral education problems, complication of their solution have been cleared up. Prospects of using positive ideas in modern educational and moral environment have been revealed.
Key words: moral education technology, strategy of moral education, moral education system, criteria of moral education technologies, educational diagnostics, educational technology, pedagogical science of Poland and Ukraine.
INTRODUCTION
Moral education of children and young people is one of the most difficult processes of human activities. Many social, political, economic, educational factors influence its development.
They complicate the achievement of planned results of teacherrsquo;s moral education work with pupils. In the Renaissance the classics of pedagogy discovered that moral education of a person is a more important quality than education itself, as an educated person without moral education is the same as a gold ring in a pigrsquo;s nose (Коменский, 1982). Thus, the creation of educational and moral conception that would encourage the effectiveness of moral education processesrsquo; organization in educational institutions is the strategic task of every state.
The use of technologies and methods of moral education process implementation is one of the urgent problems of moral education. However, at the current stage the interpretation of these concepts in national and foreign educational theory and practice is somewhat different. Simultaneously, there is a significant difference in the types of moral education technologies that are implemented in educational institutions of Ukraine and foreign countries. Their comparative analysis can promote the detection of prospects of positive ideas use in modern educational and moral environment.It is reasonable to consider moral education technologies at educational institutions of Poland and Ukraine, as these countries have common historical roots, close geographical location, and moral education problems are very important for them. In each of these countries the number of children obsessed by psychoactive substances increases, there are threatening phenomena in youth environment, aggression, apathy and so on frequently occur. Thus, the choice of technologies for achieving moral education aims is the urgent task of educational institutions.
Terms “moral education technology” and “moral education methods” are interpreted in numerous researches of Polish (K. Konazhevskyi, M. Nowak, A. Pashkevich, A. de Thorzhevskyi), as well as national scientists (I. Bech, A. Makarenko, S. Sysoieva, etc.). Technologies of moral education process are described in several textbooks and manuals, authored by L.Katsynska, A. Kiktenko, M. Kryvko, A. Luibarska, A. Nisimchuk, O. Padalka, O. Piechota, L.Romanyshyna, I. Smoliuk, H. Soroka, O. Yankovych. Educational and especially moral education technologies are the subject of numerous researches of Russian scientists (V. Guzeev, M.Klarin, H. Selevko, etc.).
However, moral education technologies at educational institutions, especially at higher pedagogical educational institutions, havenrsquo;t been cleared up enough by both Polish and national scientists. Theoretical bases of moral education technological processes also havenrsquo;t been well grounded.
THE AIM OF THE STUDY
The aim of the article is to substantiate theoretical bases of moral education technologies in educational theory and practice of Poland and Ukraine and determine the prospects of positive ideas use in modern educational and moral environment.
THEORETICAL FRAMEWORK AND RESEARCH METHODS
Theoretical and methodological framework of the research includes cognition theory with its dialectical principles of interrelation and interdependence between regularities and phenomena of the objective reality; main principles of systemic, active, competence, praxeological and humanistic approaches; interiorisation theory, on the basis of which the algorithms of actions as necessary features of pedagogical and moral education technology are formed. Ideas of D. Alfimov, M.
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