08英语三班 刘丝丝 101002033037
A Comparative Study of American and Chinese Educational System
When we talk about the different between American and Chinese Educational system, we need to emphasis the diverse education background in the two nations.
Education in the USA has been shaped by American belief in a free, democratic society. In turn, education has helped to shape that society. The survival of a democracy depends upon the intelligent participation of all its citizens. Every American needs to be educated so that he can
understand and take part in affairs of government, both local and national. He must also have educational opportunities to develop educational skills. Education is the key that opens the doors to responsible citizenship and a productive life. All states have compulsory school attendance law. Children must go to school until they are at least 16 years old, unless they are severely handicapped. But most Americans go to school well past the age of 16. Most Americans attend 12 years of primary and secondary school. With a secondary school diploma or certificate, a student can enter college, university, vocational school secretarial school, and other professional schools. American education system can be separated into: Primary and Secondary School, Higher Education, State College or University, Private College or University, Two-year College, Community College, Professional Schools, Institute of Technology, Technical Institute,
and Church School.
Chinese Education System as we know, we take the educational system into 4 levels: primary school, middle school, high school, and university. The Law of Compulsory Education calls each child to have 9 years of formal education. To meet this requirement, a child will attend either 5 years of elementary education, followed by 4 years of junior middle school, or 6 years of elementary education, followed by 3 years of junior middle school. Therefore, a provision of the Education Law is that China shall be divided into 3 categories: cities and economically developed areas, towns and villages with medium development, and economically backward areas.
American education offers a rich field of choices for the international students. From abroad, and even from within the United States, there is such an array of institutions, programs and locations that the choices may overwhelm the student. To simplify the choices, a student must carefully study how each program and location can fulfill the student’s goals. In order to make informed decisions, a student will need to know how the United States education system is organized. American teachers emphasize a lot on critical thinking and practice. The importance of teaching is not what you have known, but to know how to acquire the knowledge. Teachers always divide the class into groups for the discussing and communicating. Students tend to raise doubts about the
questions and discuss with their teachers. These facts indicate that the purpose of Chinese education is examination-oriented education system while America is in order to develop the ability of students and attach importance to comprehensive quality.
In China, it is the possessive teaching—the teacher is the master and the students only receive the knowledge passively with no doubt, no thinking at all. Almost 80 percent of elementary students and 90 percent of junior-high-school students engaged in what their teachers described as a passive leaning style; they quietly absorbed new information without any questions or interaction with the instructor. Most Chinese teachers go by the book, and then students just take notes in order to prepare for the endless exams. Chinese students pay more and more attention to parrot textbooks without practice. Teachers and students regard scores as important.
The education system as a whole in China has many similarities to that of the United States, school teaching foster Students ability of using knowledge independent and learning self-study. However, there are also some notable differences, which seem to mainly stem from the large population difference and the culture of the respective countries. Each country has its own national circumstances. China has a closet education authority net. For instance, the National Ministry of Education which hosts the whole country’s education and be complied to the local
education authority, is not very flexible. Each province cannot make decisions on its own station. However, in America, each state has the right to make decisions based on its own local station. Besides, in China, the finance of the schools are too high which leads to some students can’t afford it and some of them have to leave school in a young age. “In our country, only the primary school are free in tuition, but in American, the primary school and secondary school are free in public schools, that insure many children can get have the chance to be educated. So China should use the educational system of USA for reference rather than make total and uncritical acceptance.
第二篇:工作DNA——读后感
《工作DNA》——读后感
“工作”是历史发展进程中一项重要的产物,就好比“人”是生物进化进程中的重要产物。本书中指出工作在人的一生中所占的比例让人不得不为之动容:“通常,我们总会把工作说成、也想成八小时的事;但是,办公室的八小时不是独立存在的。从我们每天起床后的梳洗打扮,到上下班路上耗费的交通时间,都因为核心的这八小时而发生。如果说办公室里的八小时是工作的直接成本,那前后这些过程和时间就是工作的间接成本。把直接、间接成本合并计算起来,任何人一天都要为工作花掉至少十个小时。” “怎么看待工作,就是怎么看待生命,如何善用工作,也就是如何善用生命。”工作与生命居然如此亲密,大概这也是在本书作者的思路中工作有着传承生命信息的DNA的理由。
首先让人赞赏的,这本书不谈致富之道,成功地走出了泛于流俗的所谓“成功学”的阴影。现在很多人看来,“成功学”就是“致富经”,然而在我看来“成功学”其实是研究“人”与“自我实现”的一门隶属哲学的人生学问。因此,一本只谈工作本身的书于是更符合这样的学问。然而关于工作,在我看来,其重要性正如本书所言,我们在其中投入了决定性的时间和精力;但正因如此,我认为其实不应以一定的时间(例如每天八个小时,或者十个小时)来界定我们的工作在生活中的比例。工作贯穿了我们的生活也融入了我们的生活;工作之余我们同样会想到工作,工作的时间里也同样是在生活;因而乃至会在工作期间想一些工作以外的事也是人之常情;其中出入、多
少,难以量计;所以我们需要知道的只是:工作是我们的生命中不可替代的重要部分。
其次,对于书中的内容,我要说“非常精彩”。
第一,它讲的是态度。我们是鸟,面对的是蔚蓝无际的天空,但是我们必须明白我们的目标,我们应该知道我们将何去何从。它教我们意念,不理会条件的优劣,不理会时间的紧迫与否,不理会挑战对象的大小。意念的重要不在其大(因为反正它都是可以成长的);而在清晰(这样不论在哪一个阶段都可以实用)。要求我们有目标,有立场,有信心,有动力……这就是工作的态度。另一方面,学习的态度。“三十岁之前不要计较太多”,一针见血地指出了年轻的时候最重要的是学习,不必在利益纠纷上太用心。“绝不要因为待遇太低而离开一个公司,只能为这个公司能给你负担与学习的机会不够,而离开这个公司。”的确是这样的。
第二,这还不够,所以要讲方法,讲能力,讲素质。
1、面对困境,例如书中关于游泳的比喻,其实要做的并不难,只是划水、抬头、浮起、换气、划水……关键是沉稳,很多事情都不需要那么多高深的东西,最基本的动作上扎实了,后期工作往往水到渠成……还有一点,别喊“救命”,把希望留给自己始终比寄托给别人强,用喊救命的时间换口气,往往结局能乐观一些。
2、面对选择,我认为这是书中最为详细和精彩的部分(或许是因为这部分内容对我恰逢其时)。一个是关于考研与否,一个是关于从事什么样的工作。研究生不应是逃避“找工作”的一条僻静之路,
而是你清楚要研究什么才去选择的一条坚持之路。“读研究生是人生很重要的一个选择,但不应该是为了准备应征工作的履历而做的一个选择。为了准备应征工作的履历而读研究生,最大的风险,是你养成逃避的习惯。在这种心态下读出来的硕士实力,很快就会再度被社会的现实戳穿。”选择工作也一样,“不要做大事,要做适合自己的事“。选择什么样的工作就表明你要为之付出巨大的投入,所以它必须是你”心爱“的工作,心甘情愿为之付出的事业。书中十分详明的分析了小公司、大公司、政府部门、自由职业以及自己创业的各种利弊、特点以及要求。“小公司能训练你的,是空手夺白刃的散打。大企业里部门井然地训练专才,小公司里组织混乱地训练通才。”“一个公务人员在种种法令规章的重重限制下,还可以为他要服务的对象找出一条法、理、情各方面都兼顾的解决方案时,那种创意是其他行业所难以感受的。”“自由职业是一杯烈酒,得有相当好的酒量打底。你只是想找啤酒喝而不得,却想端起这杯烈酒的话,不是个好主意。你得有异于一般人的、严格的自我纪律与要求。最基本的,你一定要有纪律在没有任何人要求你的状况下,每天持续工作八小时不能松懈,并且自得其乐。”“创业是一种更复杂的自由职业。其复杂不是一个刚出校门的年轻人能想象的。”这番话也许并不那么中听,却是中肯。让人有一种终于摆脱务虚情节找到现实明悟的感觉,因为它具体,有逻辑,有内容;而不是一味的叫你努力学习,积极主动……却让人无从分析。所以我们从中看到的,不仅是道理,而是一整套的原理和方法。
3、能力和素质。“一个是能,讲究能量的强弱;一个是力,
讲究力量的稳定。能力要强,更要稳定。”能力是从多处获得的,从具体的工作、生活;还有上司、同事、朋友乃至对手。“有时候,表面看来,你从对手身上得到的学习机会,没有那么直接、明显,然而,光是承受他给你带来压力这件事,就是很珍贵的机会,日后可能发挥很大的助益。”能力或者素质也包括很多方面,仅仅基本功,作者告诉我们:“情绪”、“承诺”、“纪律”、“诚实”。当然所谓的素质还指一个人的品德,“工作能力,可以从零分打到一百分;健康,好比要乘上零或一;品德,则是最后加上的正负号”。这句话十分贴切的说明了品德是什么,什么样的品德就是什么样的人,品德决定的不是工作能力的范围、效率、强弱,而是性质。而素质还包括了一个令人激动的范畴,那是一种特殊的心理与身理同时作用的素质:适应、改变、掌控的能力,是战胜自我,改变自我的能力,即是改变命运的能力。“命运,因为个性而形成。个性,则因为习惯而形成。”本书中提到的这个惯性的概念:“惯性,就是指我们碰上某种状况时,习惯性的思考与应对之道。”“造成失败的惯性要打破,否则,永远不知如何脱离这个反复的漩涡。打破一个惯性思考之后,困难才可能迎刃而解。一个工作者,最终挑战的,就是自己。挑战自己的最后一关,就是自己的惯性”。
书中最后提到“贵人”,根据我的理解,其实就类似于机遇,抓得住机会的人机会就会越来越多,抓不住机会的人机会就越来越少。遇不遇得到“贵人”,更应该想的不是“贵人”什么时候来,而是什么时候你才能不与“贵人”擦肩而过;“贵人”只会帮助有价值
的人,与他有同样精密思维的人。另一方面“贵人”其实不贵,可以说到处都是,如果你始终没有发现,也许是方向错了。“谈贵人的时候,千万不要只顾得眼睛往上看。贵人是可能从上方拉你一把的人,也可能是从下方推你一把的人”
最后我想谈谈工作DNA到底是什么,几米说:如果一个人可以同时做很多事并且都做得很好,那么他的工作DNA一定比别人更强。看起来我们会觉得工作DNA其实就是工作能力、综合素质;不过我觉得既然是DNA,至少有着DNA的一些性质,它是最根源的来自生命的信息,“人的DNA不能改变,但是工作DNA可以,只要我们能随时面对自己工作中的一些特质,并利用其中的机会与风险,就能摆脱各种桎梏的束缚,工作DNA就能够进化”。我们的工作、事业、理想、追求都是我们生命中重要支柱,我们为之不懈奋斗,出入江湖,痛快挣扎,默然前行……“我们唯一可以凭仗的,只有自己的努力和劳力,加上一点对未来的幻想和热情。”在作者的眼中,甚至在他的一生中已经实现:他的工作已经融入了他的生命,工作成为了生命信息DNA中的指令。所以说《工作DNA》是一本关于工作与生命的书。