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Schooleducationisakindofsocialactivities.Itisbeardbya

full-timestaffandspecializedagencies,whichhaspurpose,systematic,

andorganized.Schooleducationwantstoinfluencethephysicaland

mentaldevelopmentoftheeducatedasadirecttarget.Becauseofthe

sameproposeofschooleducation,therearesomesimilaritiesinthe

educationofBritainandChina.

Thesimilaritiesincludethebelowfactors:

1.BothinChinaand

Britain,schooleducationincludesprimaryeducation,secondary

educationandhighereducation.2.Emphasizethedevelopmentof

studentsonEducationalphilosophy.Britainexpertsstresssuchan

educationalphilosophy,EveryChildMatters.Thisisreflectedin

ensuringthesafetyofchildren,ensuringthehealthofchildren,ensuring

themenjoyschoollife,ensuringthemlearnsomethingandreceive

something,andensuringthemknowhowtomakeapositivecontribution

tothesociety.ThisisinterlinkedwithChina'

sThreeAll（whichmeans

allforstudents,forstudentsinallandforallstudents）inessence.3.

Emphasizeteachers'

professionaldevelopmentandcontinuingeducation

inteachers'

training.BothChinaandBritainattachimportancetothe

professionalismofteachers,focusontrainingtheirownquality.

Becauseofdifferenthistory,cultureandeconomicstrength,China

andBritainhavedifferenteducationways,mainlyreflectedineducational

thinkingandeducationalmethods.1.thedifferentthinking:

Chinaattaches

importancetotheknowledge-education,butBritainattachesimportance

tothecapacity-education.WiththedeepinfluenceofConfucius'

sidea,

Chinafocusesontheimportanceofknowledgeeducation.Teachersteach

studentswhatevertextbookshave;

theexaminationcannotbreakaway

fromtextbooks.Evenwhenchildrengohomeafterschool,parentsstill

askthemtotakeouttheirtextbooksandletthemconsolidatethecontent

theyhavelearnedintheclass,thenfamiliarwiththenewcontent;

they

cannotgetridofthefixedframeworkofknowledge-educationmodel.

ButtheBritishteachersfocusoncapacity-education,theystressthatthe

studentscanfamiliarwiththethingsandphenomenawhattheywantto

knowabout,thenunderteachers'

instructionandguidance,theycanfind

therightanswersanddiscovernewknowledge.Britishteacherspaymore

attentiontotrainthechildren'

ssenseofindependence,andletthemto

taketheinitiative.2.Thedifferentmethod:

thetwocountrieshave

differentwaystoachieveitsgoalineducation,forinstant,theBritish

studentslearnmoresubjectsthantheChinesestudentswhiletheChinese

studenthavetostudyinschoolforlongertime;

theclassgenerally

consistsofmorethan60students,twiceoftheBritish.;

theteachingway

inChinaisalmosttheteacher'

slectureswhileinBritain,thestudentsdo

experimentbythemselvesanddiscussmore.3.Thedifferencealso

reflectsinthecentreoftheclass.TheteachingclassinChinatakes

teachersasthecenter.Inlecturesanddiscussions,studentsprefertothe

former.Studentshopeteacherscanteachalloftheknowledgeaboutone

theme,butnotwillingtobeaskedquestionsbyteachers.Inthetraditional

classinChina,wealwayscanseethatteachersstandontheplatform

relatingthingsfrombeginningtoending,butnotaskforquestions.The

teachingclassinBritaintakesstudentsasthecenter.Teachandlearnis

decidedbystudentatlargeextent.Theclasslookslikeadiscussion

meeting-place,teachersappearasthestatusofmacroscopicmonitors,

theyteachlittle,andgivetimetostudents.Teachersdon'

tusegreateffort

toexplainthequestionclearly,buttrytoguidestudentstofinds

themselves.Inthisclass,studentsmustthrowthemselvesinactively

thought,soitproducesenthusiasticandvividdiscussion.Whenstudents

meetquestionsthattheyarehardtounderstand,theywillaskteachersfor

helpimmediatelyandteacherswilltrytoguidestudent'

sthoughtonce

againuntilquestionsareallbesolved.Ofcourse,thiscontinuous

communicationbetweenteachersandstudentsisgoodtostudent'

sstudy,

itatlargeextentdevelopedthestudent'

sabilityofindependentthinking.

Inaddition,thereisalsodifferencebetweenthetwocountriesinother

aspects.BritainhasmorecompulsoryyearsofeducationthanChina

（11yearsinBritainand9yearsinChina）,whilethehighereducationhas

lessyears,Britisheducationspendonlythreeyearsinuniversityandone

yeartogetamasterdegree.Andtermarrangementsarealsodifferent.

TherearetwosemestersinChinaandtheBritainhasthreeterms.The

distributionsystemofteachersbetweenChinaandBritainisalsodifferent

andsoon.Allofthesereasonsresultfromdifferentteachingmethods.

FromthedifferenceofeducationbetweenUKandChina,weour

groupmembersconcludethatthereissomethingofBritisheducation

worthreading.Firstly,studentisthecenteroftheclassinBritainandthey

canchoosewhattolearnandhowtolearn.Theirteachersmartiainthat

theaimofstudentsstudyistoknownewthings,butnottorecitecontents

theyhaveknown.Thistypeofclassarisestudent'

sgreatinterestin

studying.Secondly,theChineseteachersteachstudentwhattoknowand

howtodowhiletheBritishteachersarejustguiders.Studentsare

encouragedtosearchinformationofthenewthingstheyareinterestedby

themselvesanddoexperimenttodiscoversomethingnew.Noonewould

tellyouwhattolearn,howtogo,whatyouneedtodoistoexplore,totry,

tofindbyyourself.Itreallybenefitsstudentsandimprovetheir

independence.

Wehavetalkedabouttheprimaryschoolandmiddleschoolbuthow

aboutthehighereducationsuchtheuniversities.Asweallknow,the

OxfordUniversityandCambridgeUniversityistheworld-famous

universitiesinBritain.WhenthecabinetministersofUKwentto

universities,theynearlyallwenttooneortheotherofthesetwo.Asthe

world-famousuniversities,whatarethefeaturesofthesetwouniversities

aremostadmired?

ThetwowidelyadmiredfeaturesofOxfordand

Cambridge:

arethecollegesystemandthetutorialsystem.

ThecollegesystemofOxfordandCambridge:

isonewherebyall

studentsliveincollegeduringatleastpartoftheircourse.Therelation

betweenuniversitiesandthecollegeisjustlikethatbetweenthecentral

governmentandlocalgovernmentinUnitedStated,theOxford

UniversityandCambridgeUniversityprescribessyllabi,arranges

examinationandawarddegree.Thecollegeisresponsibleforthe

students'

lifeandthestandardandthetimeofadmittingstudentsis

decidedbyeachcollege.Thevalueofthissystemliesinfosteringa

communityspiritinwhichausefulminglingofintelligencecantake

place.Inouropinion,thecollegesystemshouldbeextendedtoour

countriesbecausethiskindofsystemtakethecharacteristicsandthe

differentThedifferentrequirementsofthedevelopmentofdifferent

majorsintoaccount,anduniversitiesprovidemorefreedomforitscollege

andmeanwhileintheendofayear,theuniversitycanrankforthecollege

inaccordancewiththeresultsofallcollegeundergraduates,accordingto

certainrulesofscoring.Therankingcanpromotecompetitionbetween

colleges.

Theotherfeaturethatiswidelyadmiredisthetutorialsystemof

OxfordandCambridge.Itisonewherebyeachstudentgetspersonal

tuitiononceaweekinhistutor'

sownroom.Eachstudentgetpersonal

tuitiononceaweekinhisorhertutor'

sroom,sittinginanarmchairand

readingoutanessaywhichheorshethetutorthendiscuss.This,witha

weeklyprogrammerofprivatestudy,isconsideredsoimportantat

OxfordandCambridge.Thetutorialsystembenefitsstudentsalotsinceit

providestudentsopportunitytocommunicatewithhisorhertutorand

discussproblemswiththem,andalsotheycanaskquestionsconveniently

whentheyareconfused,Inthisway,itdoeshelpstudentstobroaden

horizonsandencouragetheungraduatestothinkmorewhenquestionis

givenoutbytheirtutorsthereforeitisofgreatimportancetoextendthis

tutorialsysteminourcountryifwewanttoImprovethequalityofthe

highereducation.HoweveritseemsnoteasytocometrueinChinafor

lackofteachersandlargenumberofungraduates.Inmycollege,wealso

havethetutorialsystem.Ateamoffourstudentshasatutorwhilewe

didn'

tmeetonceaweekletalongdiscusstopicstogether.EvenIjust

meetmytutorsincethefirsttermofmyuniversity.Soinourcountry,

tutorialsystemexistsbutdo