Experience quality-oriented education in the UK
Balanced development of basic education
The British education system is different from ours. High school students in the UK who hope to be admitted into colleges and universities are firstly to meet a prerequisite for GCSE standard, next should major in two to three courses (A-level), and then according to A-level grade, choose their desired universities. This can help to reduce the enormous pressure for students to go to” the single-log bridge”-- taking the college entrance examination.
Britain's secondary school education practises two-track systems, that is, public system and private system. In addition to providing the first-class curriculum and teaching environment, British schools aim to develop social elite, focusing on students' physique and balanced development. They generally adopt small-class-based lectures with the number of students per class in public schools below 30, which means that each student has more concern for their opportunity and individuation development. In short, the United Kingdom's basic education is taking the road of the fine balance of quality between the school education, managerial condition and teaching level.
There are both comprehensive universities and all kinds of large scale of vocational and technical colleges in each county and district in the UK. Its higher education resources is extremely rich, even if the child who can not perform well in secondary school can also have access to universities or colleges, which is one of the differences between the Chinese and British education. Therefore, in the United Kingdom it also receives great attention for administrations and schools to ensure good quality of each student through strict examinations and evaluations
Teaching philosophy of humanism
The way of learning and learning quality for human beings have many similarities, which makes it possible to run the school; The way of learning and learning quality for human beings also have many differences, which brings professional challenges for teachers. So teachers are supposed to respect the individual differences of every student, offer him or her enough concern in teaching, and take corresponding measures in order to be individualized.
As I can see in the classes, the British teachers respect every student and their personalities while acknowledging their personal differences. They give each student an equal opportunity, and never neglect any one, encouraging them to seize the opportunity to express themselves in a relaxing and harmonious atmosphere, even if the answer is not perfect.
The dominant trend in today's world of teaching goes to humanism, emphasizing independence, cooperation, participation, practice, and exploration. In the west, the students' personality, attitude of fair competition, cooperation spirit and complementary consciousness are given conscious attention everywhere in and out of school.
British teachers are focused on class interaction between students and teachers and teaching is not a solo act for teachers only, which leads to obvious teaching effectiveness. When teaching in class, the teacher always put the students’ activities in the first consideration either in teaching concepts or in training skills. Instead of passing the knowledge and skills directly to students, or rather, indoctrination, British teachers try to find ways to a variety of activities designed for students
to master these to their own perception and understanding.
During the classes, the British teachers organize various activities which make their classes lively and interesting to arouse the students’ interest in study and motivate them to study efficiently and independently. For example, the name-learning activity is a good way for the students to know each other. Delivering information is an effective way to discuss questions when reading a passage. Role-play offers great opportunities to practice oral English…
What is more, during the course of teaching, the teachers lay stress on group work, through which the students learn to cooperate, learn to think, learn to learn and have their imagination and creation improved. Above all, the content of teaching is often arranged and adjusted according to the students’ factual state, which means they manage to satisfy the students’ own need to learn all the time.
We must fully realize it that the classroom is a place for students to learn knowledge, not just
a stage for teachers to display their talents. Both teaching processes and methods must be taken into account in terms of the students' knowledge acquisition and cultivation of knowledge, skills.
Thus, a little more time to think, a little more room to maneuver and more opportunities to express themselves should be given to students so that they can experience the joy of more success and happiness.
Student-dedicated, high-quality British colleagues
To implement quality education requires high-quality teachers, which puts forward higher requirements for teachers' professional level, and teachers' comprehensive qualities. The performance of the UK colleagues gave us a good example. Miss Jools, our tutor, of the same age with the majority of us participants, left us deep impression for her excellent ability to control classes.
As we know, the environment is very important to language learning. In order to create a language environment out of the classroom, our tutor assigned us some portfolio work and survey-making to help us merge into the life of local people. Therefore, we were supposed to go to supermarkets, restaurants, bars, parks, to communicate with people there. A few days later, we got used to lots of local accents, which meant our spoken English and listening had improved a lot. To make things better, we learned a lot about local people’s customs, eating habits and their daily lives. When we completed our portfolio work and survey-making, we really had a sense of achievement.
Sitting in the classes of British universities, secondary schools, I personally feel that British teachers’ reasoning statements and thesis defenses are rigorous. Their critical thinking left a deep impression on me.
I firmly believe that our advanced learning courses and life experience in the UK will give us tremendous promoting in future teaching, will urge us to continue to learn and continuously improve our daily education and teaching, and what is more, will also inspire us actively to change the teaching concepts and teaching methods to enhance our education quality. Thus, all the participants can make their due contribution to the reform of English teaching in Jining City.