1 Comparison of middle school educationbetweenChinaand Canada KongRuoyu Author
2 KongRuoyu Author International Student Education Center Chiang Rai Rajabhat University Editor Prawet Wetcha Priroj Doungnakhorn Boonchob Chantapoon Thuschai Chansa Yiching Saejao
3 author Kong Ruoyu Chiang Rai Rajabhat University InternationalStudent Education Center Editor-in-Chief Prawet Wetcha Priroj Doungnakhorn Boonchob Chantapoon
4 Thushai Chansa Yiching Saejao
5 KongRuoyu Author International Student Education Center Chiang Rai Rajabhat University Editor Prawet Wetcha Priroj Doungnakhorn Boonchob Chantapoon Thushai Chansa Yiching Saejao
6 Preface Welcome to this book, an in-depth exploration of thedifferences between the secondary education systems inChinaand Canada. In today's era of globalization, the importanceof education is self-evident, and secondary education,asacritical stage of individual growth, has received widespreadattention. China and Canada, two countries with rich educational traditions, each have unique concepts andpractices in secondary education. This book aims to compareand analyze the secondary education systems of these twocountries in order to provide readers with a comprehensiveandin-depth understanding. In the book, we will first outline the basic situationofthe secondary education system in China and Canada, includingeducation system, curriculum, teaching methods, etc. Next,wewill delve into the characteristics and advantages ofsecondary education in the two countries, as well as thechallenges and problems faced. Through comparison and analysis,we can see the similarities and differences in secondaryeducation between the two countries, as well as theirrespective opportunities and challenges in the contextof
7 educational globalization. In addition, this book also shows the actual operationofsecondary education in the two countries through a wealthofcases and field investigations. We hope that through thesevivid examples, readers will have a deeper understandingofthe actual situation of secondary education in the twocountries, thereby triggering thoughts and discussionsoneducational reform and development. Whether you are an educator, student, parent, or readerinterested in education, this book will provide you withvaluable insights and revelations. We believe that bycomparing and studying secondary education systems indifferent countries, we can better understand the natureandvalue of education and provide useful reference for futureeducation reform and development. I hope that in the processof reading this book, you can gain knowledge, inspireyourthinking, and have a deeper understanding and understandingof education.
8 Table of contents1. What are the similarities and differences in the education systems between the secondaryeducation systems in China and Canada? .................................................................................................12. In what aspects are the differences in the curriculum of middle schools between the twocountries reflected? ........................................................................................................................................... 23. What are the characteristics of middle school teaching methods in China and Canada? ..44. What are the challenges and problems faced by secondary education in the two countries?.....................................................................................................................................................................................55. How do secondary education in the two countries respond to opportunities andchallenges in the context of globalization? .............................................................................................. 86. How do secondary education in the two countries cultivate students’ learningandinnovation abilities? .........................................................................................................................................107. What are the differences in the construction of teacher teams in middle school educationbetween the two countries? .........................................................................................................................118. How do secondary education in the two countries balance academic performance andstudents' all-round development? ............................................................................................................ 139. How do secondary education in the two countries deal with the conflict between students’ individual needs and school education goals? ......................................................................................1510. How can secondary education in the two countries learn from each other’s advancedexperiences and practices to jointly promote educational reform and development? ......... 17Exercise ................................................................................................................................................................ 20
1 1. What are the similaritiesanddifferences in the educationsystemsbetween the secondary educationsystems in China and Canada? 1.1The secondary education systems of China and Canadahavesome significant differences in their educational systems.First of all, Canada’s secondary education system is relatively flexible and is usually divided into two stages:junior high school and high school. Students can choosedifferent courses and study plans according to their interestsand abilities. China's secondary education system is relatively unified, and the learning content and progressofjunior high school and high school have relatively strictregulations. 1.2 Secondly, secondary education in Canada pays moreattention to the individual differences and personalizedneedsof students. Schools usually provide a variety of differenttypes of courses, including compulsory courses, electivecourses, and practical courses, to adapt to the needs ofdifferent students. China's secondary education pays moreattention to the overall quality and all-round developmentof
2 students. Schools usually provide students with a relativelycomprehensive curriculum system and focus on cultivatingstudents' basic knowledge and abilities. In addition, the academic system of Canadian secondary schoolsis relatively short, usually about four years, while theacademic system of Chinese secondary schools is relativelylong,with three years of junior high school and three years of seniorhigh school. This also reflects the differences in educationalconcepts and systems between the two countries. In general, there are differences between the secondaryeducation systems in China and Canada in terms of educationalphilosophy, curriculum, learning progress, and academic system.These differences reflect the differences in educationaltraditions and social backgrounds between the two countries,and also affect students' learning experience and development.2. In what aspects are the differencesinthe curriculumof middleschoolsbetween the two countries reflected?2.1 There are some significant differences in the middle
3 school curriculum between China and Canada. First of all,interms of course content, China’s middle school curriculumisusually relatively unified and emphasizes the mastery ofbasicknowledge, while Canadian middle school curriculum is moreflexible, focusing on students’ interests and individualneeds, and emphasizing interdisciplinary learning and practical application. 2.2 Secondly, in terms of curriculum structure, China'smiddle school curriculum usually includes compulsory coursesand elective courses, but the number and scope of electivecourses are relatively limited, leaving students with lessroomfor choice. The secondary school curriculum in Canada ismorediversified. Students can choose more elective coursesaccording to their interests and abilities, and can even choosecourses across grades, which is more flexible and free.2.3 In addition, in terms of curriculum implementation,China's secondary education focuses on teachers' teachingandstudents' passive acceptance, while Canadian secondaryeducation pays more attention to students' active learningandcooperative inquiry, emphasizing the cultivation of criticalthinking and innovative abilities. In general, there are differences in middle school
4 curriculum between China and Canada in terms of course content,course structure, and course implementation. These differencesreflect the differences in educational concepts and socialneeds between the two countries, and also affect students'learning and development. 3. What are the characteristics of middleschool teaching methods inChinaandCanada? The middle school teaching methods in China and Canada eachhavetheir own characteristics. 3.1 In China, middle school education usually adoptstraditional lecture-based teaching. Teachers are the leadersof the classroom and focus on students' mastery of basicknowledge. The teaching method is relatively simple, mainlyteachers giving lectures, students listening and taking notes.This teaching method helps students master knowledge systematically, but it may limit students' initiative andcreativity to a certain extent. 3.2In Canada, secondary education places more emphasison
5 students' active learning and cooperative learning. Teachersusually use a variety of teaching methods, such as groupdiscussions, case analysis, project production, etc., toencourage students to actively participate and explore.Thisteaching method helps to cultivate students' critical thinking,innovative ability and cooperative spirit, but it may requirehigher independent learning ability of students. In general, there are differences in educational conceptsand practical operations between middle school teachingmethods in China and Canada. These differences reflectthedifferences in educational traditions and social needs betweenthe two countries, and also affect students' learning anddevelopment. 4. What are the challenges andproblemsfaced by secondary educationinthetwocountries? Secondary education in China and Canada faces a seriesofchallenges and problems. In China, the challenges and issues facing secondary
6 education include: 4.1 Uneven distribution of educational resources: Someregions and schools have limited educational resources,whichaffects the quality of teaching and students’learningeffects. 4.2 High pressure on exams: Students face pressure toenterhigher education, and test scores have become the maincriterion for evaluating students, leading some studentstoexcessively pursue scores and ignore all-round development.4.3 Single teaching method: Although there have beenchanges in recent years, traditional lecture-based teachingstill dominates, and students' initiative and creativityarerestricted. 4.4 Student mental health problems: Some students facepsychological stress, anxiety, depression and other problemsand need more attention and help. Challenges and issues facing secondary education in Canadainclude: 4.5 Conflict between students' individual needs and schooleducation goals: Schools need to meet the individual needsofdifferent students while achieving educational goals, whichbrings challenges to school management and teaching.
7 4.6 Application of technology in education: With thedevelopment of science and technology, how to effectivelyintegrate technology into teaching, improve teaching effects,and prevent students from over-reliance on technology isaproblem that needs to be solved. 4.7 Differences in students’ academic performance: Canadais a diversified country, and there are large differencesinacademic performance among students. How to improve theacademic level of all students is one of the challenges facingsecondary education. 4.8 Student behavior problems and school violence:Somestudents have behavioral problems, and school violenceincidents also occur from time to time. How to create asafeand positive learning environment is an issue that needstobepaid attention to in secondary education. In general, secondary education in China and Canadaarefacing their own challenges and problems, and solving theseproblems requires the efforts and collaboration of bothparties.
8 5. How do secondary educationinthetwo countries respond toopportunitiesand challenges in the contextofglobalization? In the context of globalization, secondary educationinChina and Canada is facing new opportunities and challenges.5.1 In China, with the increase in international exchanges,more and more students have the opportunity to study abroadorparticipate in international exchange projects, which providesstudents with a broader perspective and opportunities. Atthesame time, the Chinese government is also actively promotingthe internationalization of secondary education and introducing advanced foreign educational concepts and teachingmethods to improve the quality of education. But at thesametime, globalization also brings challenges, such as competition for educational resources and uneven educationquality. 5.2 In Canada, secondary education already has a highinternational reputation, and many international studentschoose to receive secondary education in Canada. This hasbrought new opportunities to Canadian secondary schools,such
9 as increasing international exchanges and improving educational diversity. But at the same time, Canadian secondaryschools are also facing challenges, such as how to maintainandimprove the quality of education and how to meet the needsofinternational students. 5.3 Facing the opportunities and challenges of globalization, secondary education in China and Canadaneedsto take positive measures. For example: strengthening international cooperation, introducing high-quality foreigneducational resources, improving teachers' internationalcommunication skills, cultivating students' internationalvision and cross-cultural communication skills, etc. Throughthese measures, secondary education in both countries canbetter respond to the opportunities and challenges of globalization and improve the quality and competitivenessofeducation.
10 6. How do secondary educationinthetwo countries cultivate students’ learningand innovation abilities? Secondary education in China and Canada both focusesoncultivating students' learning and innovation abilities.6.1 In China, education reform has continued to advanceinrecent years, emphasizing students’independent learningandinquiry learning. The school guides students to activelyexplore, discover and solve problems by setting up exploratorycourses and carrying out extracurricular development activities. In addition, the Chinese government also encourages schools to carry out innovative education andfocuson cultivating students' innovative thinking and practicalabilities. 6.2 In Canada, secondary education focuses on students'active learning and cooperative learning. Schools usuallyuseproject-based learning, group discussions and other methodstoencourage students to actively participate and cooperateininquiry. In addition, Canadian middle schools also focusoncultivating students' practical and innovative abilities,andstimulate students' innovative thinking and practical
11 abilities by carrying out various practical activities,innovative projects, etc. In general, secondary education in China and Canadabothfocus on cultivating students' learning and innovationabilities, but the specific methods are slightly different.China places more emphasis on students' independent learningand inquiry learning, and focuses on cultivating students'innovative thinking and practical abilities; while Canadaplaces more emphasis on students' active learning and cooperative learning, and focuses on stimulating students'innovative thinking and practical abilities through practicalactivities and innovative projects. . Both countries havesomething to learn from in terms of cultivating students'learning and innovation abilities. 7. What are the differences intheconstruction of teacher teams inmiddleschool education betweenthetwocountries? There are some differences in the construction of teacher
12 teams in secondary education in China and Canada. 7.1 First of all, in terms of teacher qualificationcertification, middle school teachers in China need to holdateacher qualification certificate, and usually need to obtaina corresponding degree from a normal college or educationmajor.In Canada, secondary school teachers need to hold a bachelor'sdegree in education or a degree in a related field, andneedto be certified by the education department of their province.7.2 Secondly, in terms of teacher training, Chinese middleschool teachers usually receive internal training and teachingand research activities within the school after joining thejob,as well as participate in local and national teacher trainingprojects. Canada, on the other hand, pays more attention totheprofessional development of teachers and improves teachers’professional qualities and teaching abilities through variousforms of further training and academic conferences. 7.3In addition, there are differences in teachers'rolesand teaching styles. Chinese middle school teachers usuallyplay a more authoritative role in teaching and impart knowledgein a more traditional way. Canadian middle school teacherspaymore attention to students' active learning and cooperativelearning, and their teaching methods are more diverse and
13 innovative. In general, there are differences in the constructionofteacher teams in secondary education in China and Canada,whichreflects the differences in the educational traditionsandsocial needs of the two countries. Strengthening exchangesandcooperation between middle school teachers in the two countriesin teacher qualification certification, teacher trainingandteaching styles will help improve the quality and levelofmiddle school education in the two countries. 8. How do secondary educationinthetwo countries balance academicperformance and students' all-rounddevelopment? Secondary education in China and Canada has differentapproaches in balancing academic performance with the overalldevelopment of students. 8.1 In China, education reform in recent years hasemphasized comprehensive quality education for students,requiring schools to provide diversified courses and
14 activities to promote students' all-round development. Atthesame time, the Chinese government has also implemented a seriesof measures, such as comprehensive quality evaluation andtheinclusion of physical education and art courses in thehighschool entrance examination , to strengthen the emphasisontheall-round development of students. However, in reality,academic performance is still an important indicator forevaluating students and schools, which puts a certain amountof pressure on students' all-round development. 8.2 In Canada, secondary education pays more attentiontothe all-round development of students. Schools usually providea variety of courses and activities to encourage studentstoparticipate in sports, arts and social practices. Althoughacademic performance is an important indicator for evaluatingstudents, it is not the only evaluation criterion. In addition,Canadian middle schools also focus on the development ofstudents' mental health and social skills, and focus onproviding students with a comprehensive educational experience. In general, secondary education in China and Canada strivesto balance academic performance with the overall developmentof students. China places more emphasis on comprehensive
15 quality education and implements a series of measures tostrengthen the emphasis on students' all-round development;while Canada pays more attention to students' individualneedsand all-round development, provides diversified coursesandactivities, and focuses on students' mental health and socialskills. and other developments. Both countries have somethingto learn from in terms of balancing academic performancewiththe overall development of students. 9. How do secondary educationinthetwo countries deal withtheconflictbetween students’ individual needsandschool education goals? Secondary education in China and Canada has differentapproaches in dealing with the conflict between students'individual needs and school education goals. 9.1 In China, schools usually set clear educationalgoalsand require students to meet certain standards. In thiscase,the student's individual needs are usually subject to certainrestrictions to fit the school's educational goals. At thesame
16 time, Chinese schools are constantly trying new teachingmethods and evaluation methods to better meet the individualneeds of students. 9.2 In Canada, schools pay more attention to students’individual needs and all-round development. Schools oftenoffer a diverse range of courses and activities to meettheinterests and abilities of different students. In educationalpractice, teachers will also adopt personalized teachingmethods to adapt to the learning needs and styles of differentstudents. At the same time, Canadian schools also focusonstudent participation and cooperation, encouraging studentstoexpress their opinions and needs and participate in theschool's educational decision-making. 9.3 In general, secondary education in China and Canadastrives to balance the individual needs of students andtheeducational goals of the school. China places more emphasisonthe educational goals of schools and tries to meet students'individual needs through new teaching methods and evaluationmethods; while Canada pays more attention to students'individual needs and all-round development, provides diversified courses and activities, and adopts personalizedteaching methods and focus on student participation and
17 cooperation. Both countries have something to learn frominterms of handling the conflict between students' individualneeds and school education goals. 1 0. How can secondary educationinthetwo countries learn fromeachother’sadvanced experiences andpracticestojointly promote educational reformanddevelopment? The secondary education in China and Canada can learnfromeach other's advanced experiences and practices and jointlypromote education reform and development. 10.1 First of all, in terms of curriculum, Canada canlearnfrom China’s curriculum and focus on the mastery of basicknowledge and interdisciplinary learning. At the same time,China can also learn from Canada’s curriculum, add diversifiedcourses and activities, and focus on students’interestsandindividual needs. 1 0.2 Secondly, in terms of teaching methods, Chinacanlearn from Canada’s active learning and cooperative learning
18 methods to encourage students to actively participate andcooperate in inquiry. At the same time, Canada can alsolearnfrom China’s lecture-based teaching to strengthen students’mastery of basic knowledge. 1 0.3 In addition, in terms of teacher team building,Chinaand Canada can learn from each other’s experiences andpractices in teacher qualification certification and teachertraining to improve teachers’ professionalism and teachingcapabilities. 10.4 Finally, in terms of educational evaluation, Chinacanlearn from Canada’s comprehensive quality evaluation methodand focus on the all-round development of students. At thesametime, Canada can also learn from China's examination systemtoreasonably evaluate and manage students' academic performance.In general, secondary education in China and Canadacanjointly promote educational reform and development by learningfrom each other's advanced experiences and practices. Thiswillhelp improve the quality and level of secondary educationinboth countries and cultivate internationally competitivetalents.
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20 Practice questionsMultiple choice practice questions 1. In which of the following aspects are there significantdifferences between the secondary education systems ofChinaand Canada? A. Curriculum B. Teaching methods C. Educational objectivesD.Teacher team Answer: B. Teaching methods 2. How do secondary education in the two countries respondtoopportunities and challenges in the context of globalization?Please select an option. A. The education systems of both countries have not beenchallenged and affected by globalization. B. Both countriesareactively responding to the opportunities and challengesbrought about by globalization and striving to improvethequality and competitiveness of education. C. The educationsystems of both countries are not well equipped to copewiththe opportunities and challenges brought about by globalization. D. The impact of globalization on the education
21 systems of the two countries is not comparable. Answer: B. Both countries are actively responding totheopportunities and challenges brought about by globalizationand striving to improve the quality and competitivenessofeducation. 3. Regarding how secondary education in the two countriescultivates students' learning and innovation abilities,whichof the following options is correct? A. China focuses on cultivating students’learning andinnovation abilities, while Canada pays more attentiontostudents’ academic performance. B. Canada focuses on cultivating students' independent learning and inquiryabilities, while China pays more attention to students' passiveacceptance and test-taking abilities. C. China and Canadabothfocus on cultivating students' learning and innovationabilities, but the specific methods are different. D. Theeducation systems of both countries do not pay attentiontocultivating students' learning and innovation abilities.Answer: C. China and Canada both focus on cultivatingstudents' learning and innovation abilities, but the specificmethods are different.
22 4. Regarding how secondary education in the two countriesbalances academic performance and students' all-round development, which of the following options is correct?A. China places more emphasis on academic performance andneglects students’ all-round development. B. Canada placesmore emphasis on students’ individual needs and all-rounddevelopment and neglects academic performance. C. ChinaandCanada do not have an obvious balancing strategy in this regard,and both have certain problems. D. Both China and Canadaaretrying to balance academic performance with the overalldevelopment of students, but the balance points are different.Answer: D. Both China and Canada are trying to balanceacademic performance with the overall development of students,but the balance points are different. 5. Regarding the differences in the construction of teacherteams in secondary education between the two countries,whichof the following options is correct? A. There is no obvious difference in the construction of teacherteams in China and Canada. Both have high-quality teachers.B.China pays more attention to the professional developmentof
23 teachers, while Canada pays more attention to the academicbackground of teachers. C. Canada’s teaching team is morecomplete, while China’s teaching team has certain problems.D. There are differences in certain aspects of teacherteambuilding between China and Canada, such as teacher qualification certification and teacher training. Answer: D. There are differences in some aspects of teacherteam building in China and Canada, such as teacher qualification certification and teacher training. 6. Regarding how secondary education in the two countrieshandles the conflict between students' individual needsandschool education goals, which of the following optionsiscorrect? A. China places more emphasis on the educational goalsofschools and limits students’ individual needs. B. Canadapaysmore attention to the individual needs and comprehensivedevelopment of students and ignores the educational goalsofschools. C. The approaches of both countries can well balancethe individual needs of students and the educational goalsofschools, without any conflict. D. The approaches of bothcountries failed to resolve this conflict well, and therewere
24 certain problems. Answer: A. China places more emphasis on the educationalgoals of schools and limits students’individual needs.7. Regarding how secondary education in the two countriescanlearn from each other’s advanced experiences and practices,which of the following options is correct? A. There is no need to learn from each other’s experiencesbecause the education systems of the two countries arecompletely different. B. We can learn from each other’sadvanced experiences and practices and jointly promoteeducational reform and development. C. We can only unilaterallylearn from the experience of other countries and cannot engagein bilateral exchanges and cooperation. D. We should adheretoour country’s educational tradition and reject any formofexperience learning. Answer: B. We can learn from each other’s advancedexperiences and practices and jointly promote education reformand development. 8. Regarding the joint promotion of education reform anddevelopment in secondary education in both countries, whichof
25 the following options best reflects its significance? A. Improve the quality and level of secondary education inbothcountries. B. Strengthen cultural exchanges and cooperationbetween the two countries. C. Cultivate outstanding talentswith international competitiveness. D. Improve the overallquality of the people and the level of social civilization.Answer: C. Cultivate outstanding talents with international competitiveness. 9. Regarding the differences in curriculum settings ofsecondary education between the two countries, which ofthefollowing options is correct? A. Canada pays more attention to the mastery of basic knowledge,while China pays more attention to interdisciplinary learning.B. There is no obvious difference in the curriculum betweenChina and Canada. Both focus on the mastery of basic knowledgeand interdisciplinary learning. C. China pays more attention to students’interests andindividual needs, while Canada pays more attention to themastery of basic knowledge. D. Canada pays more attentiontothe cultivation of students' practical ability and innovationability, while China pays more attention to exam-oriented
26 education. Answer: A. Canada pays more attention to the mastery ofbasicknowledge, while China pays more attention to interdisciplinary learning. 1 0. Regarding the characteristics of teaching methodsinsecondary education in the two countries, which of thefollowing options is correct? A. Canada adopts active learning and cooperative learningmethods, where students actively participate and explore;while China pays more attention to lecture-based teaching,where students passively receive knowledge. B. China useslecture-based teaching, where students passively receiveknowledge; while Canada pays more attention to students' activelearning and cooperative learning. C. There is no obviousdifference in the teaching methods between the two countries.Both countries adopt lecture-based teaching and cooperativelearning. D. The teaching methods of the two countries areverydifferent and cannot be compared. Answer: A. Canada uses active learning and cooperative learningmethods, where students actively participate and explore;while China pays more attention to lecture-based teaching,
27 where students passively receive knowledge.