教育學(xué)留學(xué)essay：Analysis of Examination-Oriented Education in China

Abstract:

Since the21 century, the economic globalization trendhas been increasedvery obviouslyand the intellectual economy era is coming. Human society  existence and development dependmore and more on  the innovationtalent. The defects of examination-oriented education in cultivating talents becomingmore and more obvious. Faced with the challenge of intellectual economy, we should change the traditional educationmode. This paper summarizes the conditions of the examination-oriented education in China nowadays.Analyzedthe default and effect of examination-oriented education. Some suggestions were proposed which relative to educational reform and development in China education.

Keywords: examination-oriented education   quality-oriented education

  student evaluation system   comprehensive ability

 

1. A description of disadvantage of traditional student evaluation system in China
 

Examination-Oriented Education has become a tendency which is simple for coping examination and striving for high score and one-side pursuing the high rate of entrance enrollment. From the first day in the school, we have just accepted all sorts of rendering based in society. If we can get a high mark, we will enter one key-middle school, a key-high middle school, a key-university. The exam scores decide which school we can attend. Only  score can decide that you can get it or not. The score can decide all of your life. In one word, score is everything. Of course, we should try to obtain high marks in examination. But it is meaningless for us only to seek high marks in exam. We do not care about the moral cultivation, the survivability, the independence of our students, causing they have high marks but low abilities.
 

1.1 The background of examination-oriented educationin current

Under the social background of examination-oriented education, people are busy with dealing with various kinds of examinations in their prime; and after all the necessary examinationshave been passed, he or she is already old, like an arrow at the end of its flights and unable to do as much as one would like to.Then, who is the Chinarely on for scientific and technological innovation?

Education without broad, high-level and clear cultural consciousness, as Ed. Spranger (1920) argues, would remain a limited craft. The history of education must also be history of culture. The structure of education reflects the cultural consciousness and codes prevailing in the historical situationwhich the educationtakeplace.The aim of education is to teach the people science, technology and knowledge. In the world,　most people get the education from school and institute, while the others learn by　themselves. For every learner, the examination is very important as it isthe　measurement to test whether the knowledge have been mastered wellor not. At meanwhile, the examination is always treated as the criteria to judge the quality of students. Many schools and universities absorb their students by sitting　examination, the negative aspect　is more and more outstanding.#p#分頁(yè)標(biāo)題#e#
 

1.2 The development ofexamination-oriented educationin China

The examination-oriented education in China has a long history. The earliest examination-oriented educationis imperial examinations. The first imperial examination was hold in HanDynasty, and as the only standard and concrete measure which were established through to Ching Dynasty. But the affection is deep and long. At present, you can find that many employment units and enterprises requested the talents with high educational background when they recruited. The requirement is university degree or above, or even master or doctor. The employerthink that the higher of educational background for the employeeswhichmeans  the more knowledge andhigher of their abilities. There are still amount of people who have not get a job yet, one side is due to the low degree,on the other hand is due to the low abilities. In fact, this phenomenon was caused by examination-oriented education.

Despite of  its widespread use, the traditional examination system has many problems. Ying & Fan (2001) pointed out several limitations in their case study of the traditional comprehensive Traditional examination system. One limitation is that the traditional focus on “objective” evaluation of student performance, which not match the ability of student in the China and emphasizes students’ point number. The second, traditional focus on reward and punishment lead student to focus on the point number rather than their own character development. The third, traditional evaluation system focuses on point number, which does not “scientifically” (morality, diligence, ability, and student performance). The fourth, student’s political stand is an important issue in the traditional evaluation system. Ying & Fan (2001) think student evaluation should instead emphasize “overall ability” as a student than only emphasize political variables. The traditional evaluation system focuses too much on quantitative data, including variables which are not appropriate for quantification. At the last, traditional evaluation system does not have systematic criteria based on scientific evidence.

Thus, many part-time schoolsisappearingintherecent years. Many parents pay more attentions on their young boys and girlsscore in examination rather than their interests or hobbies, even their mental health.Teachers　also always ask for more homework and examination to improve the students’ ability　which deal with the key sitting examination in summer. Heavier and heavier burden is　put on their shoulders. In the sight of the youth, they could not be interested in　the study if they were in such circumstances, and their real interest would have　been restrained in whole. Excessive examinations lead the youth’s mind from　relaxation to intension. In these ten years, manychildren suicide themselves for the pressure of the examination. Education becomes the calamity to some people.#p#分頁(yè)標(biāo)題#e#

After so many examinations, the so-called people of talent are often insufficient in individual character, and have too many characteristics in common, a situation that has directly given birth too many problems in the structure of people of talent. A task can only be completed successfully by the joint efforts of various kinds of people of talent, just as an opera can only be successful if it encompasses the performances of various roles.
 

2.A review of the examination-oriented education in China
 

2.1 Deeplyhistorical reason of Examination-Oriented Education

With the implementation of the reform and the open-door policy in the late 1970s, the Chinese leaders represented by Deng Xiaoping began to realize the importance of education in achieving the national goal of the four modernizations. In the early 1980s Deng proclaimed that education must be reoriented to meet the needs of China’s modernization, of the world and of the future. Deng’s remark represents a fundamental change in the conception of educationby government and limited to public institutions.And High School Entrance Examination as a evaluation system of student were established. In 1980s,high-tech industries had been developing at very rapid pace. The rapid economic growth and political stability in recent years has given the government the confidence that simplex examination mode was no longer necessary to keep national security.Reform in education has been crying out for meeting the demand of the changing social reality. The government in China,on its part has also championed education reform with great effort.Education reform, as restructuration of education, linking tightly to the cultural transformation.
 

2.2 Deeplysocial reason of Examination-Oriented Education

In China, from primary school to college, students, teachers and parents--all are struggling for high scores. This is because the current education system is not aimed at students’quality, but only at developing their ability to perform well on tests. The examination-oriented education to examination-oriented scientific research, the whole system works to efface people’s capacity for innovation. It neglects some basic knowledge. But the key is that terminal target we learn is to know how to learn. Thus, we can keep learning without others’help. Even if master the entire test content, can I never manage to find the documents I need. And now, by no means can I pass the examination, but I can retrieve anything I want with no such knowledge. As results, many students, even those with high scores, often do poorly when it comes to the practical application of what they have learned.As part of the closely interconnected global system resulted from western rationalistic logic, Chinacan not escape the western influences in the educational innovation. Theory of human capital and theory of modernization played vital role in Chinaeducation policy implementation in 1960s, evidently influenced by western rationalistic logic of efficiency. And other problem could be reflecting the disadvantage of examination-oriented education system. Such as many Chinese wonder why there have been no Nobel Prize winners from China. “I should say the answer can only be sought from our defective examination-oriented education system. We must work hard to reform it and academic environment as soon as possible, or our effort will only be in vain,”said Wang Shouguan, a famous astronomer and an academician of the Chinese Academy of Sciences.#p#分頁(yè)標(biāo)題#e#

There were 159 winners of the Nobel Prize for Physics in the 20th century, about 2/3 of who made their achievements in their 20s. That is to say, every excellent high school graduate has the potential to be the backbone of scientific research in the near future. However, Nobel Prize has never been issued to any scholar from the Chinese mainland, as examination-oriented education here pushes students to become interested only in the result of examinations, rather than the mastery of knowledge. Even if some of them might survive the challenge of a series of examinations and get a doctor's degree, they have already passed the best age for scientific research. Besides, scientific research in China is usually mixed with a lot of non-academic factors, which makes it impossible to keep a “pure”environment for research. Though China has invested a lot on the learning of sciences, with no enough support from education authorities and appropriate atmosphere, it will be very difficult for Chinese scientists to make extraordinary achievements.However, in the wake of postmodern criticism against Eurocentric rationalism, Chinahas cherished local or indigenous languages, values and forms of knowledge in the recent education reform. In search ofher own cultural identity through education, Chinahas been confronted with the problems caused not only by the global trends of internationalization, but also by her specific historical fate: under examination modefor severalyears.It is therefore essential to give an historical analysis before proceeding to discuss the current issues of ability education reform in China.

Therefore, China is challenging Examination-oriented Education by advocating quality-oriented education, and  appeal to release the study burden of the students, on　the contrary, the student take more free time on their study for retaining the high　score in their examinations.The alternative will focus on the students’ ability as a whole.
 

2.3 Influence of student evaluation system inwestern country

The development of modern education system in Western Europe since Enlightenment constitutes a chain of modernization. Modernization is characterized by Max Weber (1970) as a continuous process of rationalization, intellectualization, above all ,a process of demystification of the world. The global diffusion of western rationality is thus conductive to the promotion of order and control and the achievement of enhanced interconnectedness of the world in a unified system. Modern education system, astheproduct of the western modernization, has provided impetus that reinforced effective rational control of the world. The western model of rationalization is thus universalized as a highly institutionalized quasi world polity, which attempts to transcend particular cultural identities in favors of a universal identity (A. Benjamin, 1989)

On the other hand, western efficiency logic of capitalism was also urgently needed in Chinafor developing industry and foreign trade in order to survive herself in the highly competitive international jungle. Theory of human capital, theory of modernization and competency-based education had been specifically underscored in the education policy since 1990s with a view to promoting economic development through effective educational implementation.#p#分頁(yè)標(biāo)題#e#

The change in the international milieu and the internal change of the economic system bring the new challenge to traditional education mode.

As western modernity has achieved global proportions, the race for development in non-western countries feeds back and reinforces the compulsive attempt to "keep up", in a universal process of mimicry (S. Latouche, 1989). The theories, models, and concepts derived from western experiences are justifiably universalized. The establishment of modern education in many non-western countries was one chain of such a universal process of mimicry. Education reform had played a major role to furnish the new bureaucratic elite so vital to the modernizing process. As A. Green (1997) notes, Japan provided the first example of universal process of modernization through education drawing on western influences.

The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades as the whole world was virtually constructed as an electronic, universal, timeless and technical global system. Western technocratic rationality has brought the supreme domination of the principles of cultural and social construction, such as rationality, order, efficiency and unity to such an extreme that postmodern decentralism, aestheticisms pluralism have been disseminated in response to modern logo centrism, Euro centrism and totalitarianism. In the wake of postmodern criticism against the Eurocentric, hegemonic tendencies of modern science and technology, there arises also in many areas in the world a cultural consciousness of insurrection of subjugated knowledge against western domination in educational theory and practice. As V. Masemann (1990) argues, indigenous knowledge forms in the areas of world that are not “successfully”industrialized are once again seen valid forms of knowledge. Education reform project based on western-oriented rationalistic logic should not be imposed on the non-western world. Indigenous knowledge, value have been taken into serious accounts in implementing education reform in many parts of the world.
 

3.Some strategieson examination-oriented education in China
 

On the condition of knowledge economy, examination-oriented educationis always in the way of problem. The whole knowledge and technology which are required to be mastered can not be included. All these problems are unilateral and dull. Learner’s actual abilities have been ignored in whole but not for the people in western education institutes. In some countries, such as America and England, the examinations are not held so frequently as those in China or Japan, or others oriental countries. Teachers and parents care the actual ability of the youth much. People can do the things they like and develop the interests freely. For example, Bill Gates of Microsoft co did not enter any university, while he created the Microsoft and changed the life of many people.#p#分頁(yè)標(biāo)題#e#

The previous section sketches the current status in examination-oriented education in China. What  are they solved? These questions will be dealt with in this section.

In order to promoting all-round quality education, three objectives were set in developing education in China:
 

3.1 Strengthen government's budgetand management

We run less universities and high schoolsin other words, there are many shortcomings in educational investment, and the government must super add the budget.First, the huge population is the greatest problem. We have the large cardinal number and the high natural growth rate of population. Consequently,we must increase the cost number of the educated. Until 2001, the current status of our basic education got to 3.19% and it was the highest level since the founding of new China. But it was far away behind the world average level. Second,we have large people live in rural especially in north-west,south-west, we do not invest much of equipments and teachers there. Social economic development level decided how much we should invest in education,so it is impossible to put all of money in education .National must take care of other aspects of mankind's existence and social development.

In order to promoting all-round quality education,We mustincreased the  government budget for better education condition,at the same time the education administrative department and the school will put the work focus on the strengthening inner management.One is to cancel the key schools and the key classes as well as fast or slow class.Second is to increase the teaching supervisory and inspection for the low-performing school.Third is to promote the teacher to pay more attention to all the students especially the poor score students.We will establish the post training system of teachers.The quality education should be strengthened,the whole diathesis should be increased.The last is to increase the Funds Investment of Rural Education and teachers ,shorten the differences between urban education and rural education to ensure the education fairness.
 

3.2 Quality-oriented education policy should be implementation

In order to prepare millions of students to enhance their knowledge, ability education suggests with expertise, and cultivates a large number of creative talents; we should regard teacher, parents, students, expert as the core. We will choose and design different textbook in different types of schools and form gradually education pattern which eventually succeeded in forming a fine complexion of “all flowers are in bloom”, on the contrary, examination-oriented education usually arrange simplex academic courses.Much attention was payto those examination courses whereas ignored those unexamined courses which resulted of students’ knowledge deficiency.It only emphasized inputting knowledge to students by prolonging study time which increased teachers’ work as well as students’ exercise burden.Examination results was only evaluation criteria and final scores was only standard to prize students,teachers and schools.#p#分頁(yè)標(biāo)題#e#
 

3.3 The old exam system should be changed

We must change the Official National Test Paper(ONTP) into another Autonomous Exam. It can not only show the different characteristics in different types of school but also avoid the situation of malignant competition circle that score is everything. We also can provide more competitive space in different students, different schools or different universities. Even we can enhance cooperative and complementary each other. We would not assess all the people through one ruler but assess different people through multi-ruler.In this case, we transform competition on theitem with only one champion at last into the competition on one hundred items with 100 champions at least. In order to give them enough space to show their personality we will create conditions for students whichthey can look for suitable college and greatly decrease unnecessary competition which is regarded as a life-and-death struggle. So they were sure of his value and they were quite confident about his ability.

We also need to reform China’s high-entrance exam.We will change the only one time exam into six times so that we can take the best score achievement as the final score and it can avoid the disadvantages of taking the only one time exam will decide our future.Due to the only one time exam,so all the students have heavy pressure and if they can not get a idea test score , they cannot go to a collegeor they cannot get a good job and they will lost more opportunities.Under thispressures,they are nervous,anxiety,discomposure before the exam even someone fall in a faint suddenly during the exam.It affects the score of all the students directly.so they can not play real level so they failed.
 

3.4 Flexibility in learning

As entering the new century, leading schools in China have adopted a new student evolution system, which allows more flexibility in learning. Along with curriculum renewal characterized by the tendency towards general education; schools havebeenchanged administration with  student affairs. Students are expected to plan their learning and  provided with a more flexible curriculum. They can select their interest course after one or two years of study. The rationale is to enhance all-round development. Since 1950s the higher school entrance examination in China had been professionally or specially oriented. During the years of examination-oriented education, students were assigned by their scores. Before the shift of the student evaluation system changed the situation, investigations show that only 50% of graduates are employed in accordance with their specialties (He and Pan 2003). Under this situation, schools have revised the teach method whichstudents can have more flexibility in individual development. The curricula isbe in the mean between professional education and general education. This direction of change has becomewelcome by the students.
 

4. Conclusion
 

This paper has reviewed the current statusof examination-oriented educationin China. The reform originates from re-conception of education inthe context of globalization and the emergence of knowledge economy.Since theadoption of the open-door policy, education has been placed at a strategic position.The changes are significant progress in that examination oriented education no longer adapt the development of modern social, now providing wider and better service for the society and the educated. The widening of access is a historical achievement in China. The rapid increasing of gross enrolment means the upgrade of the quality and the labor force were at the same time, more opportunities for sons and daughters of citizens to receive quality education. The curriculum reform, methodological innovations, and the excise of national assessment of teaching directly benefit the students.

The establishment of new student evaluation system which corresponds to the new curriculum in China is themajor challenge for Chinese scholars and practitioners, especially as it relates to meaningful student feedback and development. In the introduction to this article, we noted that studentevaluation systems throughout the world typically which do not provide meaningful feedback to our social. The suggestion in this section are based primarily on information from those systems in the USA that combine teacher evaluation and development activities.

Personally, I firmly believe the magic force of this new policy. It seems that I have seen in my mind’s eye the more colorful life, the looser environment, yet the more creative minds of the future students. Our education,so to speak,will bring up a new generation.During the process from applying for a national scientific achievement to winning approval, one needs to “shed several layers of skin.”  Only after one is old enough and has reached a certain academic position can one break through such restrictions. However, at that time, the person’s ability for innovation is a far cry from which was in his or her youth.
 

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