传统教育模式英文

Basic Education in China(1) 2006-11-09 13:32:41 A Survey of the Development of Basic Education Basic education in China includes pre-school education, primary education and regular secondary education. Before the foundation of the People‘s Republic of China in 1949, basic education in China was extremely backward. In 1946, the peak year of educational development, the country had only 1,300 kindergartens, 289,000 primary schools and 4,266 secondary schools. After 1949, the +education. With the adoption of the policy of reform and opening to the outside world in 1978, basic education entered a new era of progress. In 1985, the Central Committee of the Chinese Communist Party issued the "Decision on the Reform of the educational Structure", laying down the principle that local governments should be responsible for basic education. The new policy was an incentive for local governments, especially those of the counties and townships. In 1986, the National People‘s Congress promulgated the "Commpulsory Education Law of the People‘s Republic of China", thus placing basic education in the country on a firm legal basis. In 1993 the CPC Central Committee and the State Council jointly issued the "Guidelines for the Reform and Development of Education in China", clarifying the directions and basic policies for the development of basic education till the early years of the 21st century. In early 1999, the State Council ratified the "Action Plan for Educational Vitalization Facing the 21st Century" formulated by the Ministry of Education (MoE) , laying down the implementation of the strategy of "Invigorate China through Science, Technology and Education" and drawing the blueprint of reform and development for the crosscentury education based on the "Education Law of the People‘s republic of China" and the "Guidelines for the Reform and Development of Education in China". In June 1999, the CPC Central Committee and the State Council jointly promulgated the "Decision on the Deepening of Educational Reform and the Full Promotion of Quality Education", clarifying the direction for the establishment of a vital socialistic education with Chinese characteristics in the 21st century. During the past 50 years since the founding of the People‘s Republic of China, basic education in China has gained tremendous achievements. In 2002, there were 111,800 kindergartens with an enrollment of 20,360,200 young children. By 2002, there were altogether 456,900 primary schools with an enrollment of 121,567,100 students and the net enrollment rate of primary schools had reached 98.58%. 97.02% of the graduates enjoyed the access to junior secondary schools and the full-time teachers in primary schools had reached 5,778,900. In addition, there were 65,600 junior secondary schools with an enrollment of 66,874,300 students and the net enrollment rate of junior secondary schools had been raised to 90%. Those schools employed totally 3,467,700 full-time teachers and 58.3% of the junior secondary school graduates continue their study in senior secondary schools. By the end of 2002, the Nine-Year Compulsory Education (NYCE) had been universalized in the area where 90% of the population inhabits, the highest rate among the E-9 countries. Pre-school Education Pre-school education is an important component of education cause in China. In urban areas, pre-school education is mainly kindergartens of 3 years, two years or one year which could be full time part-time, boarding or hour-reckoned. In rural areas, pre-school education is mainly nursery classes and seasonal kindergartens in addition. In the aging, minority, remote and poor areas, besides the normal preschool education, there are irregular education with various forms such as children activity centers, game groups, mobile aid centers, and mobile service called "caravan". Following the policy of providing per-schooling education by the state, collective bodies, citizens and individuals and developing through multiple channels in various forms, pre-school education in China has made significant progress. By the end of 2002, China has more than 111,800 kindergartens with the enrollment of 20,360,200 pupils. Per-school education has been generally universalized in big and middle-sized cities. During recent years, pre-school education in the mass rural areas, particularly in remote, poor and minority areas, has developed rapidly. The kindergartens combine childcare with teaching so that the children will develop physically, morally, intellectually and aesthetically in a harmonious way to get ready for their formal school education. The educational activities conducted in kindergartens constitute a systematic, purposeful and multi-faceted process of education conductive to lively, invigorating and sound development of children. With playing games as the main part of educational activities in kindergartens, a good environment should be created conducive to the education with conditions and opportunities offered to children to live and display their expressiveness. china.com

Education in China - Educational Ideals In Late Traditional ChinaTeachers in late imperial times aimed at training a highly literate elite and socializing the far less literate, or even illiterate, common people by means of exhortations and rituals. This concept never hardened into a tidy formula, given the dissatisfactions with the educational status quo that have characterized Chinese history. Wang Yangming (1472–1529) and his followers, for example, opened schools for commoners on a wider scale than ever before. The line between elites and commoners could also be blurred by political turmoil. When emperors feared that heterodox popular religions were spreading, they often conflated learning with indoctrination from above. Many literati accused Wang Yangming and his followers of heterodoxy and deceiving the people.Separate from official studies, schools of learning among literati included poetry societies, private academies, or lineages of teachings associated with local classical, medical, or state-craft traditions. Medical and statecraft traditions were tied to the teachings of a master, who bequeathed his teachings to his immediate disciples. In the absence of public schools in Ming China (1368–1644), education in lineage schools, charity and temple schools, or at home transmitted the classical or technical training needed by young men to pass local civil or military examinations or practice their local trades.In Ming times, the "Learning of the Way" (Neo-Confucianism) tradition became an empirewide orthodoxy. Its followers created an imperial curriculum that was strengthened by the civil examinations. Although moralistic predispositions were favored in civil examinations, alternative and dissenting learning proliferated. Natural studies, particularly medical learning, was also a legitimate focus of private study when literati sought alternatives to official careers. The wider scope of civil policy questions dating from the early fifteenth century often reflected the dynasty's interest in astrology, calendrical precision, mathematical harmonics, and natural anomalies.Learning was guided by examples of past worthies and sages and encouraged by good companions and teachers. In traditional schools, the prestige of learning led to more regimentation than many literati might have wished, but this was tempered by numerous local traditions of learning outside the state. Members of literary schools held that because literature and governing were not separate, writers should avoid religious vocabulary, colloquial phrases, or popular novels. Knowledge of numbers using the abacus in tax-related economic transactions, debates about "hot" and "cold" medical therapies to deal with epidemics, and the astronomical expertise for reform of the calendar were also widespread.

就是老师在讲台上讲，学生在下面听，不管学生能够接受多少，就重复的讲解。

传统的课堂教学模式是一种以老师为中心、书本为中心和课堂为中心的教学模式。

传统的课堂教学模式往往形成了老师单向灌输、学生被动接受的局面，我们不难看出传统教学模式的缺陷是非常明显的，其中关键的是作为认知主体的学生在整个教学过程中都始终处于被动地接受知识的地位，学生学习的主动性被忽视，甚至被压抑。

拓展资料：

教学模式可以定义为是在一定教学思想或教学理论指导下建立起来的较为稳定的教学活动结构框架和活动程序。作为结构框架，突出了教学模式从宏观上把握教学活动整体及各要素之间内部的关系和功能；作为活动程序则突出了教学模式的有序性和可操作性。

“模式”一词是英文model的汉译名词。model还译为“模型”、“范式”、“典型”等。一般指被研究对象在理论上的逻辑框架，是经验与理论之间的一种可操作性的知识系统，是再现现实的一种理论性的简化结构。最先将模式一词引入到教学领域，并加以系统研究的人，当推美国的乔伊斯(B.Joyce)和韦尔(M.Weil)。

乔伊斯和韦尔在《教学模式》一书中认为：“教学模式是构成课程和作业、选择教材、提示教师活动的一种范式或计划。”实际教学模式并不是一种计划，因为计划往往显得太具体，太具操作性，从而失去了理论色彩。将“模式”一词引入教学理论中，是想以此来说明在一定的教学思想或教学理论指导下建立起来的各种类型的教学活动的基本结构或框架，表现教学过程的程序性的策略体系。

教学模式是一定的教学理论或教学思想的反映，是一定理论指导下的教学行为规范。不同的教育观往往提出不同的教学模式。比如，概念获得模式和先行组织模式的理论依据是认知心理学的学习理论，而情境陶冶模式的理论依据则是人的有意识心理活动与无意识的心理活动、理智与情感活动在认知中的统一。

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Chinese culture, being the founding act establishing the fate of the Confucianism, and the country linked to the fate of the times the original Confucian by Benevolence and then pushed to the benevolent an abysmal 10, from the hundred schools of thought contend that ousted Only 100 Confucianism, the actual integration of a variety of ideological four Education Huitong, the establishment of Confucian culture, a new milestone in multicultural integration, Confucian culture research into the world of Confucian dialogue, communication and cultural exchanges between East and West Mining Confucianism and find the essence of the modern world go out of the country, the Confucian culture has been recognized worldwide harmony between man and nature, the three Ji Gang six fusion of Chinese culture