Chinese High School & Canadian High School
Introduction
I am a grade 12 high school student, and when I was fifteen years old, I was sent to a Canadian secondary high school to become an international student to experience a different education, culture, and history. During this two and a half year’s study, I discovered that there were many differences between Chinese high school and Canadian high school. However, it is hard to say which education is better because both have their advantages and disadvantages, and I am glad that I have experienced these two diverse education models.
Interview
In order to respond the inquiry question comparing China and Canada, I interviewed Ms. Bohle, who is a Canadian high school English teacher, and my Chinese
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The Canadian government has a different education in Canadian high schools and here are some facts about them. First of all, there are differences about how long students must stay in school. “Education is compulsory up to the age of 16 in every province in Canada, except for Manitoba, Ontario and New Brunswick, where the compulsory age is 18, or as soon as a high school diploma has been achieved. In some provinces early leaving exemptions can be granted under certain circumstances at 14.” (Education in Canada). School is free from grade 1 to grade 12 and a student must be 18 years old to graduate from high school, but some provinces have differences. Additionally, there are many holidays to take a rest in Canadian high schools. “Canada generally has 190 school days in the year, officially starting from September (after Labor Day) to the end of June (usually the last Friday of the month, except in some cases in Quebec when it is just before June 24 – the provincial holiday)”(Education System in Canada). This quotation proves that Canadian high schools have many breaks for students. They have activity time to do whatever they want to do, and high school students have enough time to relax or to travel with their family. Finally, Canadian education is comprehensive and diversified because many Canadian high schools accept international students. …show more content…
Canadian education and Chinese education indicate Asian education and North American education. Chinese high school students would learn more professional knowledge than Canadian high school, but Canadian high schools cultivate many talents in the domain that there are skilled in. it is my appreciate that I can experience both Canadian education and Chinese education. Chinese education gives me a solid foundational knowledges for study, and Canadian education provides me an admirable opportunity to perform and cultivates my interested subject.
Works Cited
"CMEC." Education in Canada: An Overview. N.p., n.d. Web. 7 June 2016.
"Canadian High School - Google Search." Canadian High School - Google Search. N.p., n.d. Web. 7 June 2016.
"Chinese High School - Google Search." Chinese High School - Google Search. N.p., n.d. Web. 10 June 2016.
"Education System in China." Education System in China. N.p., n.d. Web. 6 June 2016.
"Education in Canada." Wikipedia. Wikimedia Foundation, n.d. Web. 6 June 2016
"Education System in Canada." Education System in Canada. N.p., n.d. Web. 6 June 2016.
"最好的我们 - Google Search." 最好的我们 - Google Search. N.p., n.d. Web. 10 June2016.
Bohle, Tammi, Personal interview, 6 June, 2016
Zhu, Chen. Personal interview, 3 June,
DuVernet, Sylvia. Canada-China cultural exchanges: centered in the 1970's but beginning with Dr. Henry Norman Bethune. S.l.: S. DuVernet], 1989.
English as a communication tool holds prominent position in Chinese curriculum (Liu, 2012). Learning English as a Second Language (ESL) has seen its boost in China (Qiang & Wolff, 2007). Mastering English is an asset for students in job hunting and further education. As academic achievement is highly valued in Chinese culture, students are expected to achieve high marks in English tests (Liu, 2012). University students need to pass National English proficiency examinations, which are the part of the evaluation for obtaining degrees (Wolff, 2010). Students attend after-school English courses for enhancing their English because of the pressure (Liu, 2012). The majority of ELL students aim at improving the international English proficiency tests results, such as International English Language Testing System (IELTS) and Graduate Record Examinations (GRE). ELL students are more motivated in the after-school English courses because of the high-target learning environment. However, the teacher-centred learning procedure neglects the long-term enhancement of students’ English level. The ignorance of the long-term development is due to less student involvement during the teaching procedure (Mo, 2012). Some Chinese ELL students choose to attend ESL courses abroad. The reasons are that they can have a better language environment (Wolff, 2010) and can engage more in the learning procedure (Smith & Hu, 2013). The aim of the study is to compare the teacher-centred teaching in China and student-centred teaching in Canada and to examine efficient teaching methods for Chinese speaking ELL
(Listen first, then questions) Yes, it is true that most of Canada does have excellent schools, colleges that highly excel in a certain subject, gifted schools, and learning institutions, but our educational standards are not set as high as other countries. For example, in some countries,
My mom would always say, “American born Chinese students have it easy in America.” One key difference between the American education system and Chinese education system is the way they are taught. Being raised in Philadelphia, Pennsylvania, I went to school to understand the idea of analyzing and understanding concepts. After reading Only Hope, I realized that their education is based on more memorizations. To Chinese students, understand the concept and apply it is not the most important, you must just memorize it for the exam. Many parents in China would say that going on vacation and relaxing is a waste of time because they need to focus on learning. In Greenspan’s article, it mentions that a student in China is the top of her class and is fluent in English, yet she cannot go on vacation because her mother wants her to spend time learning, many students in China
In this paper, it will be looking at the culture and education practices of Finland, Canada, and China. Education varies from country to country as well as does one's culture, lifestyle of the people who live there. In doing so will review their culture and the role of their education policies that are used to motivate schools and teachers to improve student learning along with how their culture plays into learning. Furthermore, children should be taught with respect to their culture. However, we can also learn from one another. In addition, we have similar and different educational practices from one another. Such as when it comes to the Finnish, Canadians, to the Chinese as, we all learn in different environments because of our culture. Furthermore, and most importantly, thus educational practices vary from culture to culture. For instance, these counties are considered some of the best when it comes to education, Finland, Canada, China and it is because of their educational practices along with their culture government.
The United States and China are two very large countries that have cultures that are well known throughout the world. There are many differences between the United States and China, but there are many contributing factors that shape the cultures of these two countries. Language is universal, but there are different meanings and sounds, which vary from one culture to another. In China, citizens speak many languages, but about 94% speak the Chinese language. The difference in dialects was overcome by the written word and eventually a version of Mandrin became the “official speech” (The Cambridge Illustrated History of China, 1996, p.304).
Chinese education is depend on the population of China and National Higher Education Entrance Examination. Compare to China, where students have no choice but well perform well on test to be attend to college. American students have more choice to college such as community college or going to four year college after high school. Even though, American education is not doing well now, but there still has some good advantages. Therefore, America can keep their good advantages and creative new way to improve their education system. It better than emulate other countries education
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However I know now that the Chinese education system does have some good aspects after I read Ma’s book and engaged in the discussion with our classmates. The elementary and middle school teachers in China did a really good job. And I believe that this is a key reason why the Chinese students perform better than those of other countries in the elementary and middle school level. I also realize that the teacher factor can also explain why when entering to the college level, especially for the graduate level, US students do a better job than China students. Professors in US are more qualified than those in China. China college education follows a “hard matriculate, easy graduate” policy in contrast with US’s “ easy matriculate, hard graduate” policy. For Chinese students, it is hard to get into college, but as soon as you get into it, life just becomes so easy, 99% will definitely get his degree without any problem. That means the professor in China is not so strict as in US. Another reason for poor high education is that in China the relationship between college and research is not as stron...
...s proved the potency of such education. Shanghai American School should too abandon the system of the past and embrace this improved form of education.
First, the curriculum is mostly similar. Most of the academic subjects are similar while a few are different. For example, the subjects taught in both countries include: official languages (Urdu and English in Pakistan, and French and English in Canada), social studies, mathematics, science, and computer studies and in higher grades social studies is more specified and categorized into Pakistan Studies, and in Canada, Canadian History, and Science is also specific and specialize into Physics, Chemistry, and Biology. Religious studies exist as an academic subject in both countries, yet it is mandatory in Pakistan, whereas it is elective subject in Canada. Also, in Pakistan, it only teaches Islamiyat (study of Islam). People who are non-Muslims are exempted from this subject and are offered other elective subjects of their choice, while in Canada, World Religions is offered to students who are interested. The non-academic subjects include Music, Arts, and Physical Education and are offered by both countries. As the students proceed to higher grades, these subjects are discontinued in Pakistan, whereas in Canada it become as elective subjects. In addition, there is a major difference in examination. In Pakistan, students are required to take exams starting from grade one in order to pass into next grade, while in Canada there are EQAO assessments in grade three, six, nin...
I have been studding in a American high school for three years; I realized that that, the focus of the education in China and the U.S. are completely diverse While
In recent years, Hong Kong education system has undergone a great change. In the past, students studied five-year junior secondary education, two-year senior secondary education and three-year tertiary education. Since school year 2009/10, secondary and tertiary education composed of three-year junior secondary education, three-year senior education and four-year tertiary education (3-3-4 Scheme). Apart from the academic structure of education system, new compulsory subjects like Liberal Studies was also introduced to facilitate independent thinking of students. The examples given above showed that the HKSAR government is working hard to change the education system from similar to the British system, to similar to the Chinese system. Given that Hong Kong’s education system changes from time to time, how will the sociologists see from these changes? The following essay is going to discuss the education system of Hong Kong based on the following three sociological perspective: the structural-functional approach, the social-conflict approach and the symbolic-interaction approach.
For decades, the education system in Hong Kong has been burdening, obstinate and exam-oriented. Despite having undergone several reforms, the education system still fails to cater for the needs of different students and achieve the genuine purpose of education. If I were given the chance to change the education system in Hong Kong, I would resize the curricula, deprioritise examinations, promote life-long learning, accept divergence and expand the capacity of tertiary education.