英国教育体系_英文
英国教育体系英文PPT课件
Attendance
93%
Teaching Staff and Facilities
Graduates
7%
Public schools have better teaching staff & facilities.
Students from the public
schools are more promising,
❖ At 16, students in England and Wales take GCSE (General Certificate of Secondary Education中学毕业证书) examinations involving a final exam, an assessment of work done during the two-year course, or both of these things. Then they can leave school and find a job.
❖ There’s little or no specialist subject teaching and great emphasis is on literacy and numeracy in early years.
❖ Prep Schools (预备学校) (from 7/8 to 13)
(separate; fees; entrance exam )
.
8
Secondary Schools
❖ State Schools (93%)
1. Comprehensive Schools (综合中学) (84%)
(No entrance exam, general education)
英国教育体系英语作文120字
英国教育体系英语作文120字【中英文版】English:The UK education system is renowned for its excellence, offering a diverse range of learning opportunities.It is divided into four main stages: primary, secondary, further education, and higher education.Primary education begins at age 5 and lasts for 6 years, followed by secondary education from age 11 to 16.Further education includes vocational courses and A-Levels, typically for students aged 16 to 18.Higher education leads to undergraduate and postgraduate degrees.The system emphasizes critical thinking, creativity, and encourages students to develop their unique talents and interests.中文：英国教育体系以其卓越的品质和多样化的学习机会而闻名。
它主要分为四个阶段：小学、中学、继续教育和高等教育。
小学教育从5岁开始，持续6年，之后是11岁至16岁的中学教育。
继续教育包括职业课程和A-Level课程，通常面向16至18岁的学生。
高等教育则通往本科和研究生学位。
该体系强调批判性思维、创造力，并鼓励学生发展其独特的才能和兴趣。
英国教育体系-英文
The British Educational System
School Today
❖Pre-primary Schools ❖Primary Schools ❖Secondary Schools ❖University / College
e-Primary Schools
Widely Held Beliefs
❖ Firstly, “the best way to ensure good results is to vest (赋予) responsibility for a job in an individual body and then allow it to go in its own way, intervening (干预) only if it’s manifestly (显而易见地) not performing its job properly.”
❖ The Queen once said, “ A headmaster once told me that in his opinion the freedom which teachers have is the most valuable thing in British education”.
2. Grammar Schools (文法中学) (“the 11 plus” examination 选拔优秀小学生毕业考 试, preparing students for higher education)(3%)
3. Secondary Modern Schools (现代中学) (7%)
School Funding
State schools
Public schools
British_education_system英国教育体系
The Main Purposes of the Chinese Education System
To pass the exams To let everyone accepts education, have knowledge and skills to make life To get a good job and make money To be able to cope with life on the whole To improve students’ quality
Differences
Teaching Philosophy
Teaching Method
Teaching Philosophy
Concepts of education value ——Teaching
concept is commonly used in Chinese family education and Chinese Education System. Guiding is the main concept of education wildly used in western countries. It emphasizes the rights and respects of children, which is base on a trust motion.
My Comment on These Purposes
• To develop students’ creativity and imagination • To have better communication skills to getting along with different people • To have various knowledge about life and nature which is out of textbooks • To be not so good at controlling knowledge—— especially the accounting ability about figures
英国教育体系英文版介绍短文
英国教育体系英文版介绍短文英国的教育体系经过几百年的沿革，相当的完善和复杂，这里就有它的英文版介绍。
下面为大家带来英国教育体系英文简介，希望对你有所帮助!The events that lead directly to the birth of the modern system of education in England are to be sought mainly in the second half of the 19th-century.There were certain individuals at the beginning of the 19th century who were in favour of widespread education,however,for a number of reasons,they did not have the backing either of the government or of the ter on in the century leaders of the Chartist Movement and the Radicals were in favour of some sort of national system of education.However,it is safe to say that there was no widespread desire for the education of the population as a whole.In the social legislation of this period education did not become a real priority until the year of the first Education Act,1870.Obstacles in way of a national system of free compulsory educationThe establishment of a national system of education came late in England mainly because of the social,economic and religious climate of the century.1.The higher classes of society had no interest in advocating the cultural development of the working classes.On the contrary,the effects of the revolutionary spirit in Europe reinforced conservative attitudes that were certainly not conducive to advocating the development of the critical faculties of the people as a whole.2.Neither did the vast majority of the working class have any real interest in education.Child labour was common practice in this period and working-class families were very reluctant to give up the earnings of their children for the benefit of education.The employment of children continued to increase even after 1850.3.Also the effect of Protestantism,with its emphasis on individualism,personal salvation,the private reading and interpretation of Scripture,ran contrary to any sort of collectivist thought.4.Religious conflict also delayed the establishment of a national system of education.One example of this can be seen in the reaction to the clauses regarding education in the 1843Factory Bill.There was violent opposition on the part of nonconformists and Catholics alike because,according to the Bill,headmasters had to be of the Church of England.Furthermore,the children were to be taught the catechism and be present at liturgical celebrations as well as service on Sundays.The Bill failed.5.The idea of secular education had never been popular during the cation had almost exclusively been under the control of the established church.Furthermore,we should not forget the conflict between secular and religious thought that characterised the century,especially the latter half.Given the cultural and religious climate of the century it became obvious that any nondenominational system of education would be well nigh impossible.It was only in the 20th century,with the rise of indifference towards religious teaching,that general nondenominational schooling became possible.Denominational education was further reinforced by the increase in the Catholic population due to the wave of Irish immigrants during and following the Great Famine in Ireland (1845-50).6.It was also thought that the voluntary school system was quite successful and that it was better not to encouragegovernment intervention.Furthermore,the dominant laissez-faire theory of the time meant that,as in most areas,any direct intervention on the part of the state in the field of education was to be discouraged.The state was only too happy to leave education to the private sector,voluntary or cation could not constitute an exception to the tenaciously upheld doctrine of laissez-faire.However,these voluntary institutions did not have the influence or power to construct a nationwide system.Economic development and the increase of wealth were seen to be priority issues.The question of education only attracted very limited attention.Tendencies and events favouring national educationNot everything was negative; there were quite distinct undercurrents of thought beginning to emerge that eventually led to the 1870 Education Act.During the century,and particularly during the second half,we have the beginnings of a national system of education that owes its birth to many factors.1.From the first decade of the 19th-century there emerged indications of new thinking in the field of education.Of particular interest is the Bill introduced into theHouse of commons by Samuel Whitbread in 1807.2.In 1807 Samuel Whitbread proposed to deal with the whole of the Poor Law with the introduction of a Bill in the House of Commons.Of particular interest is the first part of the Bill,which dealt specifically with education.Whitbread advocated making the parish responsible for education and proposed that each child should have two years of education between the ages of 7 and 14.He thought this would reduce crime and pauperism.3.It was considered too expensive to implement and it was also thought that the introduction of such a scheme would take the people away from manual work and make them dissatisfied with their social situation.Although unsuccessful the thought of generalised education for the masses was even then being expressed and was later to be reiterated constantly throughout the century eventually leading up to the 1870 Education Act.4.The idea of widespread education was also helped by the gradual increase in collectivist thought especially after 1865.This is quite evident in the works of Carlyle and Ruskin.It was only after this date that any idea of widespread state intervention in the field of education could find fertile ground.5.The various Factory Acts of 1833,1844,and 1867 were another contributory factor towards the general tendency towards national education.These acts focused not only on the condition of workers but they also had the effect of imposing certain restrictions on child labour,which in turn favoured the opportunity of an alternative:education for the child.6.In the second half of the 19th-century crime and pauperism increased,so did riots strikes and social unrest.The commercial and manufacturing supremacy of Britain was in decline and this was seen to be mostly due to the fact that other European countries had a more developed technical education system.Political stability and economic prosperity now seemed to be associated with the education of the cation now seemed financially viable.7.In 1869 two other societies were established:the Education League,which turned secular and the National Education Union,which was conservative and Anglican.It was mainly due to these two societies that the Education Act of 1870 was passed.The Education Act of 1870It was with the Education Act of 1870,also known as the "Forster Act",that we have the real birth of themodern system of education in England.This not only gave rise to a national system of state education but also assured the existence of a dual system - voluntary denominational schools and nondenominational state schools.The act required the establishment of elementary schools nationwide.These were not to replace or duplicate what already existed but supplement those already run by the churches,private individuals and guilds.The country was divided into school districts and in those areas where there was inadequate provision school boards were to be elected.These were responsible for raising sufficient funds to maintain the schools.The schools were often called " board schools".These elementary schools had to be non-denominational.The school boards could charge a weekly fee not exceeding 9 pence.For a limited period the school boards could pay the fees if the parents were unable to do so.The Voluntary Schools could also receive such payment of fees from the school boards.They had to guarantee attendance for all children in their respective districts between the ages of 5 and 13.The School Board could appoint officers to enforce attendance.Theseofficers or "Board Men",as they were commonly known,became one of those terribly menacing figures firmly implanted in the minds of young schoolboys.This figure was an effective deterrent in playing truant.All the more menacing because the child could only picture him in his imagination (if he faithfully attended school,that is!).He was also known as the School Attendance Officer.Religious instruction was an integral part of the school curriculum but was not compulsory.This was to be nondenominational.Since 1870 Voluntary Schools declined except Roman Catholic Schools because Boards Schools provided better buildings and higher pay for teachers.Elementary education became effectively free with the passing of the 1891 Education Act.英国教育体系介绍英国教育体系总体来说分为三个阶段：义务教育(Compulsory Education)，延续教育(Further Education)和高等教育(Higher Education)。
英国教育体系英文版
School Tie is Mark of Social Class
Men wear school ties as belts – proudly displaying attendance at certain school Attendance at certain school (like Oxford or Cambridge) is single best way to guarantee successful career Where educated is very important for your future
HIGHER EDUCATION
Most Univ. public paid by gov. Univ. of Buckingham exception (priv) Long history back to 12 and 13th cent Scottish univ. St. Andrews, Glasgow, Edinburgh and Aberdeen 14 & 15th c. Other univ. 19th and 20th centuries Large growth in 1960’s 1992 polytechs and others-univ.
BRITISH EDUCATION SYSTEM
Chapter 9
Purpose
Teach basics – reading, writing, arithmetic Socialize the children-taught rules and values needed to become good citizens State heavily involved –when, where, how and what children taught
英国教育体系-英文(课堂PPT)
The National Curriculum
❖ English
❖ Science
❖ Design & Technology ❖ Art
❖ Geography
❖ Physical Education
❖ Mathematics
❖ History
❖ Information Technology
❖ Modern Foreign Language
2. Grammar Scห้องสมุดไป่ตู้ools
(“the 11plus” examination, preparing pupils with academic potential for higher education)(3%)
3. Secondary Modern Schools (7%) ❖ Public Schools = Independent Schools (7%)
❖ Prep Schools (预备学校) (from 7/8 to 13) (separate; fees; entrance exam )
7
Secondary Schools
❖ State Schools (93%) 1. Comprehensive Schools (84%)
(No entrance exam, general education)
❖ Pre-school education is available (often on a fee-paying basis) for children aged 2 to 4/5 through playgroups and nursery schools (many are private).
英国教育体系
Grade A* Grade A Grade B Grade C (A good result of exceptional quality) (The higher grades needed for further and higher education)
Grade D Grade E Grade F Grade G
Subjects — over 100 Courses
Hale Waihona Puke — 3~4 English
Obstacles —
GNVQ—General Natioanl Vocational Qualification 国家通用职业文凭
初级:（Foundation)
中级：(Intermediate)
高级：(Advanced)
British Educational System
一、Compulsory Education（义务教育） 二、Further Education (延续教育) 三、Higher Education (高等教育)
→ (Primary School) Age (11~16) → (Secondary School)
HND — the highest rank Length of schooling — 2 years (Junior college) Courses : A-Level or GNVQ-Advanced After HND→Junior
in Associated College
/University + 1year →Bachelor degree。
(Regarded as average grades-a good base from which to grow)
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Secondary Education
comprehensive school( 综合制中学) secondary modern school(现代中学) grammar school（文法 学校）
Question: What are the main differences between the two?
Pre-school education is available (often on a fee-paying basis) for children aged 2 to 4/5 through playgroups and nursery schools (many are private). The emphasis is on group work, creative activity and guided play.
Exams
Compulsory education ends at age 16. At 16, students in England and Wales take GCSE (General Certificate of Secondary Education中学毕业证书) examinations involving a final exam, an assessment of work done during the two-year course, or both of these things. Then they can leave school and find a job. Other pupils who decide not to go to university may choose to take vocational training and get the GNVQ (General National Vocational Qualification 国家专业资格证书, 5
levels).
Tertiary education
延续教育(Further Education)是继小学(Primary)中学 (Secondary)教育之后的“第三级教育”(Tertiary)。为进入 高等教育或者就业打下基础。也是中国的高中学生留学英的 关键阶段。一般来说接受延续教育的学生介于16和18岁之 间。 它分为两种体系：学业路线（Academic Route）和职业路 线（Vocational Route）。学业路线着重于培养学术研究方 面的人才，职业路线则结合社会各层面的职业需要，培养在 各种行业中具有专门技能和知识的人才。
Secondary Schools
State Schools (93%) 1. Comprehensive Schools (综合中学) (84%)
(No entrance exam, general education)
2. Grammar Schools (文法中学) (“the 11 plus” examination 选拔优秀小学生毕业考 试, preparing students for higher education)(3%) 3. Secondary Modern Schools (现代中学) (7%) Public Schools = Independent Schools (7%)
Case Study
Compared with that in Chinese counterparts, the curriculum in the UK primary or secondary schools is much simpler. (esp. mathematics & reading) WHY? Is their Intelligence Quotient low? According to a schoolmaster in Bristol: 1. The compulsory education aims to cultivate eligible (合格的) citizens rather than elites; 2. Curiosity and self-confidence matter a lot more than the knowledge itself. 3. Shaping characters and individuality is emphasized. Team spirit and leadership can be developed through games.
Attendance Teaching Staff and Facilities Graduates
Primary Phase
Compulsory education begins at 5 in England, Wales and Scotland and 4 in Northern Ireland. Pupils mainly attend state sector primary schools (co-educational or mixed schools). Infants Schools = First Schools (for 2 years from 5) Junior Schools (for 4 years to 11) There’s little or no specialist subject teaching and great emphasis is on literacy and numeracy in early years. Prep Schools (预备学校) (from 7/8 to 13) (separate; fees; entrance exefs
Firstly, “the best way to ensure good results is to vest (赋予) responsibility for a job in an individual body and then allow it to go in its own way, intervening (干预) only if it’s manifestly (显而易 见地) not performing its job properly.” Secondly, “a school is not only a place for learning but also a society, free to plan and conduct its corporate life as seems best to it, provided that it keeps this life within the accepted framework laid down by social convention and the national policy for education.”
(Advanced General Certificate of Education 高级水 平普通教育证书＝大学入学考试), usually in not
more than 3 subjects. It’s necessary to have A-levels in order to go to a university or other institutions of higher education.
Some more ambitious and hardworking students will take GCE O-level (一般水平普通 教育证书) exams. If they pass, they may transfer to a Sixth Form school (六年级学校) or tertiary college (三级学校) to learn A-level classes for 2 years. At 18, they take GCE A-level examinations
Chapter 5 The British Educational System
School Today
Pre-primary
Schools Primary Schools Secondary Schools University / College
Pre-Primary Schools
Question for you: How do you interpret the beliefs above?
Individual schools enjoy great freedom and space! Although the ultimate responsibility for the educational system lies with the parliament, it doesn’t lay down what subjects shall be taught; nor does it give any directions about teaching methods, or prescribe (规定、指定、 开处方) any textbooks. The Queen once said, “ A headmaster once told me that in his opinion the freedom which teachers have is the most valuable thing in British education”.
The National Curriculum
English Design & Technology Geography Mathematics Information Technology Music
Science Art Physical Education History Modern Foreign Language