(1) Teaching scope
Generally speaking, the teaching scope in China is small, but the content is much deeper than that in the West. Although the scope of teaching in the West is wide, it is only a starting point in the eyes of China students. For example, sat physics will have chapters such as "special relativity" and "electronic components", and even there will be a chapter called Galaxy in the textbooks studied in China. Last semester, China finished learning circular motion. If you put this part in the western high school, it should be compulsory 2, and we will talk about it next semester. Judging from this teaching progress, we can know which is deeper and which is shallower in high school education in China and the West. However, the so-called teaching scope varies with different courses, such as AP, A-Level, IB, SAT, VCE, etc. This is just a general trend.
(2) Classroom mode
The classroom in China is dominated by teachers. Because the rhythm of the general classroom is relatively compact, most of the time teachers are cramming on the podium, mainly because the syllabus in China is deep in content and strong in skills. On the contrary, classroom teaching in the west is easy, first of all, because the teaching content in the west is generally less difficult than that in China. Different courses, different regions, the specific number of people is definitely different, but a small number means that students can have more communication with teachers. The essential difference is that in China, the protagonist is the teacher, while in western teaching, teachers and students are equally important, and even students play a more dominant role in the classroom.
(3) High efficiency
China's educational efficiency is higher than that of the west, first of all, from the high degree of unification of teaching materials. The vast majority of senior high school students in China use national unified textbooks, which have become very rigorous and scientific after repeated revisions by experts. Western education, taking the United States as an example. No matter IB, SAT or AP, there is more than one textbook, especially IB Princeton, Cambridge and Pearson. Some of these textbooks are compiled by one person alone, and some are compiled in a unified way, but they are not as good as those in China. After all, China is such a textbook. The diversity of western teaching materials leads to their uneven quality, which eventually leads to the reduction of the overall educational efficiency.
(4) the order problem
The order problem here is aimed at the teaching order of each specific content in the whole middle school teaching process. It is actually an obvious problem that the content arrangement of western education courses is more scientific.
(5) Skills
China's basic science education is notoriously difficult in the world. The specific difficulty lies in its skill and variability. Science has such a comprehensive topic, which can often combine all the important knowledge points you have learned in junior high school or high school, plus all kinds of seventy-two changes in difficulty. Or make up beautiful coincidences and imaginative questions just to combine two knowledge points, which is not common in western education.
2. Education in China started with China's classic works, not religious organizations. In the early days of China, educated officials were appointed to run the country. The imperial examination system for selecting officials was established in Sui Dynasty, and Emperor Taizong perfected it. It was abolished in the late Qing Dynasty 1905, and was replaced by a characteristic education method combining Chinese and Western.