1. Brief History of Chinese Education

2. Brief History Education has played an important role in China’s long cultural tradition. Many scholars believe that the history of China can be traced back to the Xia Dynasty in 1500 B.C. Who was educated at this time? During the imperial period only the educated intellectuals….

3. Classification of Education Official School 1. Whole sets of education systems. 2. It’s goal was to… 3. Central official school- Institutions of highest learning. 156 BC -1911 AD156 BC -1911 AD Private Schools 1. Local official schools 2. Opposite of the official education system. 3. Initiated by Confucius 4. Private schools were in the urban and rural areas 156 BC- 1911 AD

4. Confucius Confucianism’s impact on China. Confucianism’s impact on China. Han Dynasty (202 BC- 220 BC) a public education system established. Han Dynasty (202 BC- 220 BC) a public education system established. Common man could also use this path. Common man could also use this path. Become a Gentleman or Chun Tzu was the goal. Become a Gentleman or Chun Tzu was the goal.

5. Confucius Quotes “Education breeds confidence. Confidence breeds hope. Hope breeds peace.” -Confucius“Education breeds confidence. Confidence breeds hope. Hope breeds peace.” -Confucius “You cannot open a book without learning something.” -Confucius “I hear and I forget. I see and I remember. I do and I understand.” - Confucius“I hear and I forget. I see and I remember. I do and I understand.” - Confucius “If I am walking with two other men, each of them will serve as my teacher. I will pick out the good points of the one and imitate them, and the bad points of the other and correct them in myself.” -Confucius“If I am walking with two other men, each of them will serve as my teacher. I will pick out the good points of the one and imitate them, and the bad points of the other and correct them in myself.” -Confucius

6. Confucius says… Cult figure 1. Bicycle can’t stand on its own because it is two tired. 2. Man who run in front of car get tired. 3. Man who run in back of car get exhausted. 4. Man who lives in glass house must get changed in basement 5. Man who sits on tack gets point. 6. Man with one chopstick go hungry.

7. Civil Service Exams Ke Ju 科举 1. Select government officials. ( 581-618 AD) 2. Education system 3. Talent 4. Different types of exams: County level, provincial level, palace level.

8. Mao ZeDong 1893-1976 The intellectuals will accomplish nothing if they fail to integrate themselves with the workers and peasants. In the final analysis, the dividing line between revolutionary intellectuals and non-revolutionary or counter- revolutionary intellectuals is whether or not they are willing to integrate themselves with the workers and peasants and actually do so. - "The May 4th Movement", May 1939The intellectuals will accomplish nothing if they fail to integrate themselves with the workers and peasants. In the final analysis, the dividing line between revolutionary intellectuals and non-revolutionary or counter- revolutionary intellectuals is whether or not they are willing to integrate themselves with the workers and peasants and actually do so. - "The May 4th Movement", May 1939

9. Current Education System in China 1. Synopsis of public schools in the U.S. and China. 2. Comparisons of teachers and teaching strategies. 3. Comparisons of test taking and tracking. 4. Parental involvement 5. Math and reading scores 6. Strengths and Weaknesses

10. Comparisons (There are exceptions) China 中国 1.Grades- 1-9 (6 primary and 3 secondary) (6 primary and 3 secondary) 2.5 days a week 3.Two semesters 4.Classroom size 40-70 avg. NOTE: Grades 10-12 are considered higher education and are not free. 90% education focused Social relationships also but focus is different. U.S. 美国 1.Grades 1-12 (6 primary, 2/3 middle school, and 3-4 high school) (6 primary, 2/3 middle school, and 3-4 high school) 2.5 days a week 3. 2 semesters 4.Classroom size-20-30 avg. 5.60-70% education focused 6.Added element of social relationships.

11. Primary Curriculum China 中国 1.Chinese, math, P.E., music, art, science, and society. 2.Importance of teamwork 3.The “Big 2” 4.Most time allocated to these two subjects. NOTE: Grades 10-12 are considered higher education and are not free. U.S. 美国 1.Liberal arts focused-well rounded 2.English, math, science, social studies, music, art, gym, and other electives. 3.Extra curricular activities: sports, band, clubs, volunteer work, cheerleading, etc.

12. Secondary Education China 中国 1. Competition1. Competition 2. Stress2. Stress 3. Only child3. Only child 4. Expectations4. Expectations 5. Options limited5. Options limited Yearly test to advance to the next grade.Yearly test to advance to the next grade. Only 1/3 of the students who take the Gao Kao(College Entrance Exams) are admitted.Only 1/3 of the students who take the Gao Kao(College Entrance Exams) are admitted. U.S. 美国 1.Limited competition 2.Less stress 3.Multiple children 4.Lower expectations..allow me to explain 5.More options.

13. Entrance Examinations China 1. End of every year. 2. National College Entrance Exam (GaoKao- 高考） 3.Purpose-higher education and leadership. 4.Recruits top students 5.Admitted in 3 different quotas: 6.You can retake, but must repeat your senior year. U.S. 1. Every year and throughout the year. 2.SAT and ACT-Junior and Senior years-no limit 3.Purpose-higher education 4.More options(Best universities in the world are in the U.S.)

14. Other points China 1. 25% drop out rate in China.1. 25% drop out rate in China. Why they drop out:Why they drop out: http://fsi.stanford.edu/sites /default/files/Exploring_Dr opout_Rates_and_Causes_o f_Dropout_in___Upper- Secondary_Vocational_Scho ols_in_China.pdfhttp://fsi.stanford.edu/sites /default/files/Exploring_Dr opout_Rates_and_Causes_o f_Dropout_in___Upper- Secondary_Vocational_Scho ols_in_China.pdfhttp://fsi.stanford.edu/sites /default/files/Exploring_Dr opout_Rates_and_Causes_o f_Dropout_in___Upper- Secondary_Vocational_Scho ols_in_China.pdfhttp://fsi.stanford.edu/sites /default/files/Exploring_Dr opout_Rates_and_Causes_o f_Dropout_in___Upper- Secondary_Vocational_Scho ols_in_China.pdfU.S. 1. Dropout rate highest among all of the developed nations.1. Dropout rate highest among all of the developed nations. 2. Unequal opportunities according to socioeconomics, poor facilities.2. Unequal opportunities according to socioeconomics, poor facilities. 3. State and local government provide funding. Feds-8.5 %.3. State and local government provide funding. Feds-8.5 %.

15. Daily Schedule ChinaChina U.S.U.S.

16. Teachers in China China Becoming a teacher Becoming a teacher 1. Two additional training in a professional institution. 2. Primary school teachers need to be graduates of secondary schools 3.Pay is low. 4. Limited classroom hours. Plan period for each hour taught. 5.Teachers rotate classes 6.RESPECT!!!! U.S. Becoming a teacher Becoming a teacher 1.Bachelor’s degree 2.PASS OPTE, SAT, and OGET tests 3.Pay is so high I don’t know why I am still not teaching. 4.5-7 classes a day with one plan. 5.Teachers have their own classroom. 6.Conditional respect.

17. Teaching strategies China Standard curriculum from the Ministry of EducationStandard curriculum from the Ministry of Education 1.Embarrassment 2.One on one 3.Competitive environment. Students are numbered… 4.Teachers and students work together 5.Stop and help the student U.S. Oklahoma Academic Standards ((State) Oklahoma Academic Standards ((State) 1.Encouragement 2.See you tomorrow 3.Only the top and lowest are known. 4.Us against them. 5.So long, farewell

18. Implications for success China 1.Believe every student has the ability. 2.Expect more from their child 3.Parents play active role 4.Parents will go to school and take notes….! 5.Their society supports education. U.S. 1.We separate 2.“That is not their talent” attitude. 3.Parents play passive role 4.I have to work 5.We do not make education a priority.

19. Strengths China 1.More respect 2.No taxes on salary 3.Own National Holiday- Teacher’s Day Sept. 10th 4.Hard work ethic, so students succeed 5.Do not segregate high achieving students U.S. 1.U.S. universities and colleges are the best in the world. 2.More latitude with curriculum development. 3.Students learn to ask questions. 4.More freedom to engage in extracurricular activities.

20. Weaknesses China 1.High Stakes 2.Study, study, study 3.Little time to socialize outside of class. 4.Limited extracurricular activities. 5.Method of learning involves memorizing. U.S. 1.Low stakes 2.Study, play, play, study, play 3.Plenty of time for kids to socialize. 4.Numerous extracurricular activities. 5.Methods of learning require more interaction (back and forth).

21. Chinese students

22. American Students

23. Teachers

24. Where do we need to focus?

25. Hefei No. 2 HS Why No. 2?

26. Hefei No. 2 HS

30. Chinese Summer Bridge

31. Chinese Summer BRidge

32. Edison HS Exchange Program

33. Conclusion If schools in the U.S. public school system were to incorporate the positive aspects that make the Chinese school system so successful, schools in the U.S. would in turn be more successful. It is my personal hope that educators and school administrators will compare schools in the U.S. to the successful schools in other countries, including China. DISCUSS recommended changes!!!!!! If schools in the U.S. public school system were to incorporate the positive aspects that make the Chinese school system so successful, schools in the U.S. would in turn be more successful. It is my personal hope that educators and school administrators will compare schools in the U.S. to the successful schools in other countries, including China. DISCUSS recommended changes!!!!!!

34. References Mao Zedong Mao Zedong www.ibe.unesco.org/publicati ons/ThinkersPdf/ mao e.pdfwww.ibe.unesco.org/publicati ons/ThinkersPdf/ mao e.pdf Modern China Modern China http://sitemaker.umich.edu/v anschaack.356/synopsis_of_p ublic_schools_in_chinahttp://sitemaker.umich.edu/v anschaack.356/synopsis_of_p ublic_schools_in_china Modern China Modern China http://www.tc.columbia.edu/ faculty/tsang/Files/7.pdfhttp://www.tc.columbia.edu/ faculty/tsang/Files/7.pdfhttp://www.tc.columbia.edu/ faculty/tsang/Files/7.pdfhttp://www.tc.columbia.edu/ faculty/tsang/Files/7.pdf Education System in China Education System in China http://www.classbase.com/C ountries/china/Education- Systemhttp://www.classbase.com/C ountries/china/Education- System Grading System Grading System http://www.classbase.com/C ountries/china/Grading- Systemhttp://www.classbase.com/C ountries/china/Grading- System

35. References [3] Yuen-Yee, G. C., Watkins, D. (1994). Classroom environment and approaches to learning: an investigation of the actual and preferred perceptions of hong kong secondary students. Instructional science, 22(3), 233-246.[3] Yuen-Yee, G. C., Watkins, D. (1994). Classroom environment and approaches to learning: an investigation of the actual and preferred perceptions of hong kong secondary students. Instructional science, 22(3), 233-246. http://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_list [4] Afflerbach, P. (2005). National reading conference policy brief: high stakes testing and reading assessment. Journal of Literacy Research, 37(2), 151- 162.[4] Afflerbach, P. (2005). National reading conference policy brief: high stakes testing and reading assessment. Journal of Literacy Research, 37(2), 151- 162. http://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_list

36. References [9] Fuligni, A. J., Stevenson, H. W. (1995). Time use and mathematics achievement among american, chinese, and japanese high school students. Child Development, 66(3), 830-842.[9] Fuligni, A. J., Stevenson, H. W. (1995). Time use and mathematics achievement among american, chinese, and japanese high school students. Child Development, 66(3), 830-842. http://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_list [9] Fuligni, A. J., Stevenson, H. W. (1995). Time use and mathematics achievement among american, chinese, and japanese high school students. Child Development, 66(3), 830-842.[9] Fuligni, A. J., Stevenson, H. W. (1995). Time use and mathematics achievement among american, chinese, and japanese high school students. Child Development, 66(3), 830-842. [10] Woessmann, L. (2006). Why students in some countries do better. Retrieved december 9, 2006, from http://www.hoover.org/publi cations/ednext/3389816.html[10] Woessmann, L. (2006). Why students in some countries do better. Retrieved december 9, 2006, from http://www.hoover.org/publi cations/ednext/3389816.html http://www.hoover.org/publi cations/ednext/3389816.html http://www.hoover.org/publi cations/ednext/3389816.html http://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_listhttp://sitemaker.umich.edu/v anschaack.356/reference_list