revise article
Running Head: EXAM-ORIENTED EDUCATION IN CHINA 1
EXAM-ORIENTED EDUCATION IN CHINA 6
Exam-oriented Education in china
Zi Wang
California state university, San Bernardino
Introduction
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.
The exam orientated education provides equal opportunity and a fair environment from students who come from different backgrounds. I personally benefited from the education system terms of problem-solving skills, hardship, ambition, and self-control. The system has various flaws, such as lack of critical thinking training since there are always correct answers to an exam question. The university entrance exam determines the university that one is going to attend. It also affects social mobility as well as job prospects. This exam impacts pressure on the candidates since they have to compete with millions of people, (Imrit-Thomas, et al., 2019). Individuals have different intellectual levels, and not everyone will join a first-class institution, even thou it is what the parents want. In my opinion, students should be allowed to choose a suitable university based on their interests, development needs, and abilities.
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 switch the action and to think of the student. The problem-posing technique does not dichotomize the action 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 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. I was required to take a university entrance test. I spent most of my time memorizing the content. During the preparation period, the teacher gave us a lot of tests. I paid a lot of attention to improving my exam skills. (explain how to connected problem-posing, give specific examples)
Their response to these challenges(What are the challenges ?what would a problem-posing class look like? give specific examples) 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, a person is able to reflect on the manner 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 revolutionary futurity. This means that it is prophetic and hopeful. (give specific examples)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. In my high school education, I experience banking education since I was expected to memorize the subject and practice answering questions repeatedly. The importance of the university entrance exam is to determine the school that one is going to attend (How did this affect you? How did you feel? Do you think its worth it? Give specific examples and answer them)
Conclusion
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(discuss this earlier (your own experience)). 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).
I have experienced strict exam-oriented education in high school. The third-year study was mainly for the college entrance exam. The whole learning content was subject to exam scope. The teachers gave us tests every two weeks in order for us to improve on our exam skills and ability. I have also experienced this in middle school study. In addition, the government should change its focus from memorizing to preparing the student for real-life experience.
Reference
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.