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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附 件： 1.外文资料翻译译文；2.外文原文。
附件1：外文资料翻译译文
对于进入基础教育专业领域的动机研究
——以斐济为例
本研究的重点在于对进入教育专业领域的动机研究，特别是从事基础教育工作的动机研究。本研究以斐济的托卡师范学院的学员为例，对选择小学教师作为职业的动机进行了问卷调查，研究结果显示，大多数实习教师对从事小学教师这一职业有很大的兴趣，但也有一部分认为不会把小学教师作为自己的职业选择。本研究也讨论了学生选择托卡师范学院进行学习的原因。
一、研究目的：
在太平洋地区，对教师入职资格培训机构正逐步上升，但是，总体而言，对小学教师的培训并没有受到高度重视，至关重要的是调查和确定这项事业已经到达何种程度受到了斐济教育界的赞赏。特别是本研究探讨了小学教师的职业生涯追求职前教师的动机。以下问题的研究指导了本文：有志从事教学工作的动机是什么？
二、研究范围：
劳托卡师范学院成立于1977年，为第二政府拥有的小学教师的教育机构。具体来说机构的作用是提供在职培训，未经培训的教师和在职教师进修课程。然而， 师范学院在1981年被迫因为长期护理服务的责任而关闭，以接管前培训小学教师。现在它仍是唯一的政府的首要 教师教育机构。
三、研究方法：
采用数据收集法与问卷调查法，这两个部分的调查确定了教师加入教学专业的理由。
第一部分包括16个报表 调查了有关进入教师行列的动机。受访被要求对每个语句进行态度评价，对应为李克特尺度上的五点。 这有助于确定推动学生进入教师领域的最高和最低的共同因素
第二部分给学生表达他们加入教师职业的理由，以进一步探讨的第一个项目所获得的数据研究。
通过解释研究目的和结果呈现，我介绍了问卷设计，以协助决策者和那些谁渴望成为小学教师的人。然后我亲自派发问卷，并对所获得的数据以保护的方式对待。
四、结果分析：
表一：
我想成为一名教师，因为：
1我觉得有一个宝贵的教学，以在社会中发挥作用
2我相信我们的教师有较高的社会地位
3我喜欢孩子
4作为一名教师有机会与与社会各界紧密合作
5我喜欢与他人分享信息
6 教师可以承担起社会中发挥领导作用
7教学是一个学习专业
8我的父母希望我成为一名教师
9我想不出什么别的事情可做
10我认为这将是一个满意的工作
11老师的工作是非常安全的
12该行业是高薪厚禄
13我希望有权威
14短短一天的工作
15我喜欢长假期的想法
16我的母亲/父亲/兄弟/姐妹是一位老师
从表1可以看出，学员大部分的动机在于他们认为教学在社会上发挥宝贵的作用。其次认为教师有很高的地位。而如图所示在最不激励因素是我的母亲/父亲/兄弟/姊妹是一名教师，我想成为同样的。
学员被要求罗列影响他们职业选择的因素，从数据显示看，其中最影响他们参加小学教师的培训。按照出现的频率高低频繁降序排列分别为：
1儿童喜爱的
2父母，同侪或老师的影响
3教学看作是一个崇高的职业
4童年的野心
5安全的工作
6信息共享
7帮助社区的机会
8较长的假期
9没有其他的机会
10更好的状态。
一些由学员反应的例子以及提供有关的证据，说明如下：
1评论有关儿童喜欢的包括：
(1)我喜欢孩子...我只是喜欢与孩子们。
(2)如果你花一点时间来反映你会发现，孩子们有6小时是生活在你的手里的。如果我们能够在他们适当的年龄培育他们，他们将成为未来的研究。儿童本身有很多在教我们。
(3)我喜欢孩子。我有两个小姐妹在家里，我真的爱他们。看着孩子成长是非常有趣。我爱社交，有孩子，成为一名教师是他们的方式与福利。 、
2有些父母，同侪的意见对教师选择产生影响：
作为一个职业教学给出如下叙述：
(1)我的父母希望我成为一名教师，因为他们看到我的状态
(2)我的父母都影响了我的职业生涯。
(3)由于我的父亲是一所学校的老师，老师也给了我一个样的力量和动机，我应该跟随我父亲的脚步。
(4)我的母亲强烈要求我谁担任这个工作，因为它是安全的
(5)我的中学老师提供给我的启示成为一名教师。他们的穿着方式，说话，教学和 分享知识给了我很大的启发。 一般来说，他们的专业化是对我影响最大。
3一些学员把教师看做是崇高的职业：
他们的反馈意见包括：
(1)教师是唯一能培育一个孩子，从6岁初，直到他们长大成人，老师在对孩子进行价值观教育方面产生了重要的作用。
(2)这是一个非常崇高的事业，高度尊重，可以得到很多关注
4有的学员一直有野心成为教师。
他们的反馈意见包括：
(1)这是我的梦想，成为一名教师。
(2)我人生的目标是成为小学教师。
5也有些学员 参加工作的动机是因为教学的安全：
(1)这是稳定的工作，因为我们可以很容易地吸收到民事服务。
(2)这是件好事，教学是一个稳定的工作。
6有的学员想分享信息，这推动他们参加教师工作：
孩子们的兴趣与信息共享，当然是好的。这种感觉我到这个领域可以得到一个机会，以帮助他们。
7一些学员认为社区是影响他们选择的另一个因素。
反映的意见是：
(1)我喜欢成为一所学校的老师，因为这是一个很好的机会，可以紧密结合不同民族背景的人。
(2)教师可以承担起社会的领导作用研究。
(3)社区将查找到你，他们会尊重你。
8有些人加入教师行列，因为他们喜欢长假期。
(1)我喜欢这个职业是因为在长假期休息或结束时，您也不必休息和享受自己去准备另一学年。
(2)有许多假期，你还有收到你的薪水。
除了以上主要因素的影响，还有其他原因，如：奖学金，良好的薪金;便宜的培训;学员拥有合适的特性;短工作日;安全的工作环境; 为方便照顾家庭，且易于学习。
五、讨论
根据马歇尔的学生四个类别，西尔斯和奥的斯，威尔伯恩（1987）就其决定作出自己的教学生涯 确定了这项研究，并指出大部分学员可被视为传统主义。
表1显示
1他们教学认真的考虑了教学的价值。如采取积极印象教学教师有较高的社会地位。
2喜欢工作与儿童。
3提供工作机会。
4可以密切与社会的联系。
5喜欢与他人分享信息。
6教学是一个博学多才的职业
7教学是一个令人满意的工作
同样，以开放式问题得到的学员反映得出他们绝大多数似乎对真正的教学有很大的兴趣。儿童被认为是最常见的影响学员决定加入小学教师的因素。文献也证实，这是一个教师最有价值的品质。（西尔斯，马歇尔与奥的斯，威尔伯恩，1994年），一旦学员成为成熟的教师，他们更有可能专注于他们的工作。他们还将帮助孩子们很更地提高他们的学习成果。观察自己的老师，被调查者可能形成一个积极的印象，将是他们的教学生涯的选择。一个相对较小的学员在样本比例却并不急于加入专业，并加入教师队伍的非利他主义的动机，例如，有些企业正在利用作为一个跳板为大学提供赚钱的工作或享受长假期。一个小部分学生的比例说；“我不知道我还可以做什么其他的。”“我希望有权威”“我渴望有长假期。”持有这种想法的学生不具备适合一个专业教师的属性。这些学生可能开始并没有考虑进去小学师资培训。相反可能已被他们的优先参加培训或教育方案提供的其他高等教育机构，这些机构不接受他们，他们没有别的选择，只能加入此次培训。
如前所述，一些问题的结束，所收集的数据是有限的，因此通过随访以获得更深入的了解， 结果发现，父母，家庭和教师在某种程度上影响的学员自己的概念比较小。但是，当这些人也有将性视作为影响选择的要素，教学生涯也在一定程度上影响了一些职业的选择。这明显是受到了父母，同侪和老师的影响
六、结果产生的影响
关于加入教师行列的动机是相关者需要注意的。虽然大部分学生对教师表现出升值的价值取向，但是有关当局不应自满，应尝试进一步加强在这些领域的研究发现，使其成为更具吸引力的行业，例如更好的报酬。结果证实，一小部分学生对教师似乎对教学缺乏兴趣。对待这样的学生不得采取严肃的工作来帮助他们的专业准备，使用适当的手段来塑造这些学生，使这一专业成为他为有兴趣的专业。整个培训计划，即课程，设施，设备，教学经验等，应足以使他们进一步激发学员在专业教学的兴趣。
为了确保质量更好入职的教师，招募学员的管理政策可以进一步精简，教育事业部可以设计适当的工具来收集有关数据，对学生的职业动机进行评定。消除那些不感兴趣的专业。此外文献 表明，选择应该是一个持续的教育过程，而不是最初的入境口岸。（哈伯曼与斯廷内特，1973年）。由于教师在生活和学习的儿童和社区发挥至关重要的作用，重要的是要考虑人民们想在教育界达到的水平，而不仅只是合格的学生，而且这些合适的素质是需要的，可以帮助人们在教育发展的基础上作出积极贡献
附件2：外文原文
Motivation to join primary teaching profession: The case of Fiji
Govinda Ishwar Lingam
The study reported here focuses on motivations for joining the teaching profession. In particular, motives of the entrants joining the primary teaching force were investigated. The trainees at Lautoka Teachersrsquo; College in Fiji responded to a questionnaire aimed at identifying their motives for choosing primary teaching as a career. Analysis of the results indicated that a large percentage of trainee teachers enrolled at the College were genuinely interested in becoming a teacher, and that a small percentage of them did not consider teaching as their career choice. The paper also discusses implications pertinent to student selection at the College.
Purpose of the research
In the Pacific region, entry qualifications to teacher training institutions are gradually rising but, on the whole, primary teacher training is not a high priority for suitably qualified school leavers (Benson amp; Singh, 1993). It is vital to investigate and determine the cause of this and to what extent there is an appreciation for the teaching profession in Fiji. Specifically, the study explores pre-service teachersrsquo; motivations for pursuing a primary teaching career. The following research question guided the study: What are the entrantsrsquo; motivations for choosing teaching as their career?
Study context:
Lautoka Teachersrsquo; College (LTC) was established in 1977 as the second government owned primary teacher education instituti
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