1. Different teaching content
My friends who are educated in China must have this confusion, that is, the theoretical knowledge learned in school cannot be fully used in social practice. What's more serious is that it has nothing to do with the social practice part. This kind of empty curriculum design not only wastes time, but also delays future social development.
But education in the UK is completely different. The teaching content of British universities is very practical. The curriculum and syllabus are based on social needs. In addition to solid basic theory, research and practice are also valued. .
2. Different levels of knowledge
There are always students complaining that what teachers teach cannot keep up with the needs of social development. When the new culture collides with the old culture, what is innovative education? , or stick to your original knowledge? Judging from the current domestic teaching, it is far inferior to the update speed abroad. Since British teaching content closely follows current needs, students can learn more new knowledge. Most students will find that after working, the theoretical and practical experience they have been exposed to can be obtained from past courses.
Moreover, the knowledge is extensive, and the subjects are highly related and closely connected, but they are also independent. A good combination of subjects can effectively improve learning efficiency.
3. Students’ self-learning abilities are different
In domestic education, in addition to teachers’ teaching, what is more important is students’ self-learning ability and understanding. The current situation of domestic students is that when they reach college, they lose the control of teachers, their learning ability gradually weakens, and their shortcomings in self-study are also obvious.
But in British teaching, we will focus on cultivating students' independent learning ability from the beginning. This ability will be integrated into the students' blood and become a good habit for their whole life!
Extended information:
Education before the founding of the People's Republic of China:
Before the founding of the People's Republic of China, there were basically two types of education of different natures: one One is the new democratic education in the liberated areas led by the Communist Party of China (see New Democratic Education); the other is the enslaving, feudal and fascist education in the Kuomintang-controlled areas (see education in the Kuomintang-controlled areas).
The education system in the Kuomintang-controlled areas before the founding of the People's Republic of China was very backward and had a strong semi-feudal and semi-colonial character. According to statistics from the Ministry of Education of the Kuomintang government, there were 150,000 students in colleges and universities in 1947, 1.798 million students in secondary schools in 1946, and 22.858 million students in primary schools.
Based on the country’s population of 470 million at that time, there were only 3 higher education students, 38 secondary school students, and 486 primary school students per 10,000 people. More than 80% of young adults in the country are illiterate. The enrollment rate of school-age children is usually around 20%. Among the students in secondary schools and above, there are very few children of working people. Early childhood education, vocational education, and special education are even further behind.
In education in old China, feudal private schools accounted for a large proportion, and urban private schools that received foreign subsidies also accounted for a relatively large proportion, and the distribution of schools was also very uneven. The vast majority of secondary schools are located in towns and cities above the county seat. In some areas, there are no middle schools in the county and no primary schools in the township.
41% of colleges and universities are located in the six cities of Shanghai, Peking, Tianjin, Nanjing, Wuhan, and Guangzhou. 40% of national universities and 46% of private universities are located in coastal areas. There are few schools in remote provinces and minority areas. In 1946, Xinjiang had only one Xinjiang College with 100 students and 8 middle schools, Ningxia had only 5 middle schools, Qinghai had only 4 middle schools, and Tibet did not even have a primary or secondary school.
Baidu Encyclopedia - Education of the People's Republic of China
Baidu Encyclopedia - British Education