Exam-oriented education in China
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Exam-oriented education in China
Running Head: Exam-oriented education in China 1
Exam-oriented education in China 7
Exam-oriented education in China
California state university, San Bernardino
Teaching is a very respectful career in China. The law states that students should respect their teachers. They are moderately paid. In China, bank education is taken seriously by students in lower education. The teachers provide students with knowledge. Learners are not supposed to argue. Before joining the university, the student is supposed to do an entrance examination. In high school, we were expected to memorize what the teacher taught us in class. If the teacher made a mistake when writing the title, we were not allowed to raise our hands to question. One of the major problems that are affecting students includes lack of creativity. This is the reason why China has a few world-renowned scientists despite their educational resources and large population. China has a good reputation for having a good education system. It is ranked number one out of 65 nations.
Program for International Students assessment exam shows that the US scored number thirty-six in math’s, twenty-eight in science, and twenty-four in reading. The educational system mainly focuses on test-taking. The excellent test score can be achieved through hard work and memorization. Students spend more time mastering the skills, (Peisah, et al., 2016). They spend an average of 14 hours a week. The United States, on the other hand, spends six hours a week. Their hard work is not paying off in terms of innovation. Research shows（What research? You need specific citations for this）that China could be a world leader in entrepreneurship due to its political as well as the education system. Moreover, research shows that it will take 20 years for China to stop sending individuals oversees to learn how to become innovative. They need to change their education system from the traditional approach that values memorization to a system that emphasizes creative problem-solving. （What research? You need specific citations for this）
The United States should not rush to adopt China’s rote education methods. Education has become an act of depositing in which the instructor is the depositor while the pupil is the depositories.（You need to have a citation for Freire here） The teacher issues communiques while the learner receive memorizes and repeats. The teacher chooses what to enforce, and the student should comply with it, (Imrit-Thomas, et al., 2019). （This is Freire, not the citation you have here.）The teacher also chooses the curriculum and the content. The learner is expected to adapt to it. Children start taking tests as early as kindergarten, and the test continues until they are done with school. The college entrance exam is used to dictate their future, (Rugut & Osman, 2017). Over 9 million people who are in high school seniors take a three-day test that nine hours exam every June. Any free time that a person has is spent on memorizing for the exams. This lives little to no time of thinking freely. China has achieved its goal by providing free education from first to ninth grade. （This is confusing. I can’t tell if you are talking about the US or China, and it isn’t clear why you end talking about free education.）
The banking education system to decrease creativity serves as an interest to the oppressor. An oppressor does not want to see the world transform either does he or she want to see the world revealed. In order to preserve a profitable situation, the oppressor uses their humanitarianism. The main focus of the oppressor is to alter the realization of the burdened and not the condition that makes them feel oppressed, (Freire & Macedo, 2018). The oppressed can be lead to adjust to the condition. The oppressed are people that are living inside the society. The solution should not make the oppressed adapt to the situation; rather, it should be to change the system, (Schipani, 2018).
Banking education assists the concern of oppression. It alters learners into receiving objects. The education system tends to control the action and to think of the student. The problem-posing method does not dichotomize the activity of the student and the teacher. He or she is cognitive when having a dialogue with the student or preparing for a project. The teacher presents the materials for consideration and reconsideration. The main role of a problem-posing educator is to generate together with the learner or student. While banking education hinders creativity, problem-posing education involves the opening of actuality, (Freire, 2017). The latter strived for the critical intervention as well as the emergence of consciousness. Students, when faced by problems that are related to the world or to themselves, will feel dared and obligated to reply to the challenges. （This is good, but why don’t you use your own experience tot discuss this? Everything you’re saying is too general. You haven’t mentioned a specific test, student, or experience.）
Their response to these challenges enables them to have a deeper understanding of the world that is around them. Their response to challenges evokes new challenges. Education should not be a practice of domination; rather, it should be a practice of freedom. In problem-posing education, an individual is able to reflect on the way that they exist in the world. They also begin to see the world as a reality in process in transformation rather than a static reality. The two educational practices and concepts come into conflict.
Banking education explains the way in which human beings exist in the world. It does not include dialogues. Moreover, it treats students as an object. It lacks creativity Problem posing education sets itself the task of demythologizing, (Elias, 2015). It also involves dialogues. It enables students to think about the problem critically. It also involves creativity. It is also a revolutionary futurity. This means that it is prophetic and hopeful. Therefore, it corresponds to the nature of humankind. The system does not serve the interest of the oppressor. This system also enables students as well as teachers to become subjects of the educational process. （How was this from your own experience?）
China can continue to improve its education system by conducting reforms and increasing investments. The country should also cut down on oversized classes and decrease the student’s homework. The goal should be to decrease the classrooms to 60 students. The country should also come up with a policy that states that after school, classes should not be considered as compulsory. The government should aim at giving high school students more chances in the university entrance exam and more choices when it comes to the selection of subjects, (Beckett, 2017).
In addition, the government should change its focus from memorizing to preparing the student for real-life experience. Teachers should not just develop math tests. They should relate it to real-life experience. Rather than giving the formula to solve the problem, they should give students different techniques for solving the problem. They should also take a deeper look at why the problem should be solved that way. The government should adopt a problem-posing education system where there is no oppression. The education system also involves creativity. The banking education system makes the student an object. It corresponds to the nature of humankind. The system does not serve the interest of the oppressor. This system also enables students as well as teachers to become subjects of the educational process. . Problem posing also encourages critical thinking. （What you have is a good start, but you should be supporting your point with your own experiences）
Beckett, K. S. (2017). Paulo Freire and the concept of education. Educational Philosophy and Theory, 45(1), 49-62.
Elias, J. L. (2015). Paulo Freire: Pedagogue of Liberation. Krieger Publishing Co., PO Box 9542, Melbourne, FL 32902-9542.
Freire, P. (2017). The “banking” concept of education.
Freire, A. M. A., & Macedo, D. (2018). The Paulo Freire Reader. Cassell and Continuum, 370 Lexington Avenue, New York, NY 10017.
Imrit-Thomas, K. D., Watson, J., & Owens, A. (2019, October). 1191. Hand Hygiene Education: Why Is It so Critical to Tissue Banking?. In Open Forum Infectious Diseases (Vol. 6, No. Suppl 2, p. S427). Oxford University Press.
Peisah, C., Bhatia, S., Macnab, J., & Brodaty, H. (2016). Knowledge translation regarding financial abuse and dementia for the banking sector: the development and testing of an education tool. International journal of geriatric psychiatry, 31(7), 702-707.
Rugut, E. J., & Osman, A. A. (2017). Reflection on Paulo Freire and classroom relevance. American International Journal of Social Science, 2(2), 23-28.
Schipani, D. S. (2018). Conscientization and creativity: Paulo Freire and Christian education. Lanham, MD: University press of America.
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