1 Comparison of primary education systemsbetweenChinaand 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 International StudentEducation Center 主编 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 Thuschai Chansa Yiching Saejao
6 Preface In every corner of the world, education has alwaysbeenan important cornerstone in shaping the future. As the startingpoint of individual education, primary school educationisalso responsible for cultivating children's basic knowledgeand learning habits. China and Canada, two countries locatedon different continents, have their own unique educationsystems. They have many differences in educational concepts,teaching methods, curriculum, etc., but they are all committedto providing children with a high-quality educationalenvironment. The book "Comparison of the Primary Education SystemsofChina and Canada" aims to provide an in-depth analysis ofthecharacteristics, similarities and differences of the primaryeducation systems of the two countries. By comparing thepractices of the two countries in education policies,curriculum, teaching methods, etc., this book revealsthelearning status and development potential of childrenunderdifferent education systems. In addition, this book alsofocuses on the challenges and opportunities of primary
7 education in both countries under the background of globalization, and how to learn from each other's successfulexperiences to jointly promote the progress of primaryeducation. Whether you are an educator, a parent of a student,orareader interested in the educational culture of the twocountries, this book will bring you new understandingandinspiration. It can not only help you understand the prosandcons of different education systems, but also stimulateyourthinking and discussion about education. On the road toeducation reform, both China and Canada still have a longwayto go. By learning and communicating with each other, wecanwork together to create a better future for our children.Ihope this book can be a useful reference for you to understandand compare the primary education systems of the two countries,and at the same time inspire you to think more deeplyabouteducation.
8 Table of contents1. What are the similarities and differences in educational philosophies between the primaryeducation systems in China and Canada? .................................................................................................12. What are the differences in primary school curriculum between the two countries? ..........23. What are the differences between the roles and responsibilities of primary school teachers in China and Canada? .......................................................................................................................................44. What are the characteristics of the teaching methods in the two countries? ......................... 55. How do the two countries differ in assessing student learning outcomes? .............................76. What progress have been made in the application of science and technology in primaryeducation in both countries? ..........................................................................................................................87. What are the differences in parent participation in primary education between the twocountries? ............................................................................................................................................................108. How do the two countries respond to educational challenges in a diversified context? . 129. What measures and practices do the two countries have in terms of educational equity? .................................................................................................................................................................................. 1310. What are the future development trends and prospects for cooperation in primaryeducation between the two countries? ....................................................................................................15Exercise ................................................................................................................................................................ 17Back cover ...........................................................................................................................................................24
1 1 . What are the similaritiesanddifferences in educational philosophiesbetween the primary educationsystemsin China and Canada? 1.1The primary education systems of China and Canadahavesome similarities and differences in educational concepts.Generally speaking, both countries emphasize student-centeredness and focus on cultivating students'comprehensive qualities and abilities. However, there aresomedifferences between the two countries in terms of specificeducational concepts. 1.2 China's primary school education focuses on the teachingof knowledge and the improvement of test scores, emphasizing"double-based" education, that is, basic knowledge andbasicskills. In terms of school management, Chinese primary schoolsare usually strict and emphasize discipline and rules. Intermsof teaching content, China’s primary school education focuseson exam-related courses, especially major subjects suchasChinese, mathematics and English. 1.3 In contrast, primary school education in Canadapaysmore attention to students' personalized development andthe
2 cultivation of independent learning abilities. Canadianelementary schools are generally more relaxed and encouragestudents to express, innovate and experiment freely. Intermsof teaching content, Canadian primary school education focuseson interdisciplinary learning and comprehensive courses,emphasizing students' practical operations and practicalabilities. In addition, Canadian elementary schools alsofocuson students' mental health and social ability development,emphasizing teamwork and community participation. To sum up, the primary education concepts in China and Canadahave different emphases. Chinese primary school educationfocuses on basic knowledge and test scores, while Canadianprimary school education pays more attention to students'personalized development and practical ability cultivation.2. What are the differences intheprimaryschool curriculumbetweenthetwocountries? 2.1 In China, primary school curriculum is usually relatively unified, including basic subjects such as Chinese,
3 mathematics, English, science, moral character and society.These courses are designed to lay a solid foundation ofknowledge for students and prepare them for future studiesandemployment. In addition, China's primary school curriculumalso focuses on moral education, emphasizing students'moraldevelopment and social responsibility. 2.2The curriculum of Canadian primary schools is relativelyflexible, with each province formulating its own curriculumsyllabus. In addition to core courses such as English,mathematics, science and Canadian history, Canadian elementaryschools also focus on interdisciplinary learning and comprehensive courses such as social studies, art, physicaleducation, etc. In addition, Canadian elementary schoolsalsoencourage students to participate in extracurricular activities and community services to cultivate their socialadaptability and citizenship. Generally speaking, the primary school curriculum inChinaand Canada focuses on basic subjects, but Canada placesmoreemphasis on interdisciplinary learning and practical abilitycultivation. In addition, there are also differences inthemanagement of curriculum between the two countries. Canada’sprimary school curriculum is more flexible and diverse,while
4 China’s curriculum is more unified and standardized. 3. What are the differences betweentheroles and responsibilities of primaryschool teachers in China andCanada?There are certain differences in the roles and responsibilities of primary school teachers in China andCanada. 3.1 In China, primary school teachers usually shoulderrelatively heavy teaching tasks and focus on impartingknowledge and improving test scores. They need to teachstrictly according to the curriculum plan and be responsiblefor the daily management and discipline maintenance of students.In addition, primary school teachers in China also needtoparticipate in various teaching and research activitiesandtraining to improve teaching quality. 3.2In contrast, primary school teachers in Canada havebroader responsibilities. In addition to teaching, theyarealso responsible for students' individual development andthecultivation of independent learning abilities. Elementary
5 school teachers in Canada generally have more autonomy andcanflexibly adjust teaching content and methods accordingtostudents' needs and interests. In addition, Canadian primaryschool teachers also need to pay attention to students' mentalhealth and social skills development, and participate in schoolmanagement and decision-making. In summary, there are differences in the roles and responsibilities of primary school teachers in China and Canada.Chinese primary school teachers pay more attention to theimprovement of teaching and test scores, while Canadian primaryschool teachers pay more attention to the individual development of students and the cultivation of practicalabilities, and assume more school management responsibilities.4. What are the characteristicsoftheteaching methods in the twocountries?4.1 China’s primary school teaching methods are usuallyrelatively traditional, focusing on the teaching and instillation of knowledge. Teachers will help students masterbasic knowledge and skills through explanations, demonstrations and exercises. In the teaching process,
6 teachers lead the classroom and students passively receiveknowledge. This teaching method emphasizes memorizationandrepeated practice and is designed to improve students'testscores. 4.2 In contrast, Canadian primary school teaching methodspay more attention to students' active participation andcooperative learning. Teachers will use project-based learning,inquiry-based learning, cooperative learning and otherteaching methods to guide students to actively explore,thinkand solve problems. During the teaching process, teachersencourage students to express, innovate and try freely,andfocus on cultivating students' independent learning andcooperative learning abilities. In addition, Canadian primaryschools also focus on interdisciplinary learning and comprehensive courses, emphasizing students' practicaloperations and practical ability development. To sum up, primary school teaching methods in ChinaandCanada have different emphases. Chinese primary schoolteaching focuses on imparting knowledge and improving testscores, while Canadian primary school teaching pays moreattention to students’ active participation and practicalability cultivation.
7 5. How do the two countries differinassessing student learningoutcomes?There are differences between the primary educationevaluation systems in China and Canada. 5.1 In China, primary school education evaluation is usuallybased on test scores, emphasizing the mastery and memoryofknowledge. Schools and teachers will evaluate students'learning outcomes through regular tests, mid-term and finalexaminations. These exams usually use standardized testquestions and focus on testing students' mastery of basicknowledge. In addition, China's primary school educationevaluation also includes teachers' evaluation of students'daily performance, such as classroom participation, homeworkcompletion, etc. 5.2 In contrast, Canada's primary education assessmentpaysmore attention to students' actual abilities and comprehensivequalities. Assessment methods include examination scores,portfolios, project reports, oral presentations and self-evaluations. These assessment methods are designedtoprovide a comprehensive understanding of student learning
8 outcomes, not just test scores. In addition, Canadian elementary schools also focus on students' individual development and specialty cultivation, so the evaluationsystem is accordingly more flexible and diverse. To sum up, there are differences between the primaryeducation evaluation systems in China and Canada. China'sprimary education assessment is mainly based on test scoresandfocuses on students' mastery of basic knowledge ; whileCanadian primary education assessment pays more attentiontostudents' actual abilities and comprehensive qualities,andthe assessment methods are more flexible and diverse. 6. What progress have beenmadeintheapplication of science andtechnologyinprimary education in both countries?There are certain differences between China and Canadainthe application of technology in primary education. 6.1 China's primary education has gradually strengthenedthe application of technology in recent years, such asmultimedia teaching, online courses and intelligent education.
9 These technologies are designed to improve the qualityofteaching and student learning. At the same time, the Chinesegovernment is also actively promoting the informatizationofeducation and strengthening teacher training and technicalsupport to promote the application of science and technologyin the field of education. 6.2 In contrast, Canada places more emphasis on students'practical operations and practical ability cultivationinprimary education. The application of technology usuallypaysmore attention to the integration with real life and community,such as cultivating students' technical skills and innovativeawareness through simulation software, robot programming,etc.In addition, Canada also encourages students to conductinquiry-based learning under the guidance of teachers andusescientific and technological means to solve practical problems. To sum up, there are differences in the applicationoftechnology in primary education between China and Canada.Chinaplaces more emphasis on the role of technology in improvingteaching quality and learning effects, while Canada paysmoreattention to the integration of technology with real lifeandcommunities to cultivate students' technical skills and
10 innovative awareness. 7. What are the differences inparentparticipation in primary educationbetween the two countries? There are differences in parent involvement in primaryeducation between China and Canada. 7.1 In China, parents are highly involved in primaryeducation. Parents usually actively participate in theirchildren's education, including supervising their children'slearning, participating in parent-teacher meetings, andassisting in school activities. China's primary educationsystem also encourages parent participation. Many schoolshaveparent committees that participate in decision-making withschool management to promote home-school cooperation .Inaddition, Chinese primary school teachers also pay attentionto communication with parents and provide timely feedbackonstudents' learning status. 7.2 In contrast, the enthusiasm of parents to participatein primary education in Canada is relatively low. Parents
11 usually do not participate in school teaching activities,butpay more attention to their children's individual developmentand the cultivation of independent learning abilities.InCanada, schools often have parent-teacher associations,butthere is less interaction with school management and teachers.In addition, Canadian primary school teachers usually donottake the initiative to communicate with parents about theirstudents’ academic performance. Instead, they encourageparents to focus on their children’s interests and talents,as well as the development of their children’s mental healthand social skills. In summary, there are differences in parent participation in primary education between China and Canada.Chinese parents are more actively involved in their children'seducation, while Canadian parents pay more attention totheirchildren's individual development and the cultivation ofindependent abilities, and the school has relatively littleinteraction with parents.
12 8. How do the two countries respondtoeducational challenges inadiversifiedcontext? China and Canada have adopted different strategiesindealing with educational challenges in a diverse context.8.1 In China's diversified context, educational challengesmainly focus on how to meet the needs of students from differentregions, different classes and different cultural backgrounds.In order to deal with these challenges, the Chinese governmenthas taken a series of measures, including increasing investmentin education, promoting education equity policies, strengthening teacher training and teaching material reform,etc. In addition, China also encourages social forces toparticipate in educational reform and development to improvethe diversity and inclusiveness of education. 8.2 Canada In the context of diversity, educationalchallenges mainly focus on how to meet the needs of studentswith different cultural backgrounds and language abilities.Inorder to deal with these challenges, the Canadian governmenthas taken a series of measures, including strengtheningbilingual education, promoting cultural diversity and
13 inclusion policies, and providing personalized educationservices. In addition, Canada also encourages schools toworkwith communities to enhance understanding of students’familycultural and language backgrounds to improve the adaptabilityand effectiveness of education. To sum up, China and Canada have adopted differentstrategies when dealing with educational challenges inadiverse context. China pays more attention to educationalequity and diversity, while Canada pays more attentiontocultural diversity and personalized education services.Bothcountries are aware of the educational challenges in a diversecontext and have taken appropriate measures to addressthesechallenges. 9. What measures and practicesdothetwo countries have intermsofeducational equity? China and Canada have adopted different measures andpractices in terms of educational equity. 9.1 The Chinese government is committed to promoting
14 educational equity and working hard to narrow the educationalgaps between urban and rural areas, regions and differentsocial classes. In order to achieve educational equity,theChinese government has taken a series of measures, includingincreasing investment in education, promoting the compulsoryeducation system, and implementing education support plansforpoor areas. In addition, China also encourages social forcesto participate in educational reform and development to improvethe diversity and inclusiveness of education. 9.2 In contrast, the Canadian government also paysattention to educational equity, but puts more emphasisonequal opportunities and personalized development. The Canadiangovernment ensures that students from different social classesand groups have equal educational opportunities throughtheformulation of relevant laws and policies. In addition, Canadaalso focuses on providing special educational support andservices to disadvantaged groups, such as aborigines, immigrants and students with disabilities. In Canada, schoolsand teachers also have greater autonomy and flexibilitytoprovide personalized educational services based on students'needs and interests. To sum up, China and Canada have adopted different measures
15 and practices in terms of educational equity. The Chinesegovernment pays more attention to narrowing the educationgapand promoting the compulsory education system, while theCanadian government places more emphasis on equal opportunities and providing special educational supportandservices to disadvantaged groups. Both countries are awareofthe importance of educational equity and have taken corresponding measures to promote educational equity. 1 0. What are the future developmenttrends and prospects for cooperationinprimary education betweenthetwocountries? There are differences between China and Canada in thefuture development trends and cooperation prospects of primaryeducation. 1 0.1 The future development trend of primary schooleducation in China is to further promote quality educationandstrengthen the cultivation of students' innovative spiritandpractical ability. At the same time, with the developmentofinformation technology, China's primary education willpay
16 more attention to digitalization and intelligence, and promotethe informatization and personalization of education. Inaddition, China will strengthen exchanges and cooperationwithinternational education and enhance the internationalizationand openness of education. 1 0.2 The future development trend of primary schooleducation in Canada is to continue to focus on students’personalized development and the cultivation of independentlearning abilities. At the same time, Canada will alsostrengthen educational support and services for indigenousandimmigrant students to promote the integration and developmentof multiculturalism. In addition, Canada will also strengthenexchanges and cooperation with international educationandpromote the development and cooperation of global education.1 0.3 In terms of cooperation prospects, China and Canadacan carry out more cooperation and exchanges in the fieldofprimary education. For example, the two countries can sendteachers and students to each other for exchange and study,andjointly carry out educational research and project cooperation.In addition, the two countries can also share and cooperateineducational technology and resources to jointly promotethereform and development of primary education.
17 To sum up, there are differences between China and Canadain the future development trends and cooperation prospectsofprimary education. Both countries focus on promoting educationreform and development, but the focus is slightly different.In terms of cooperation, the two countries can carry outexchanges and cooperation in multiple fields and jointlypromote the progress and development of primary education.Practice questions Select practice questions 1. Regarding the similarities and differences in educationalphilosophies between the primary education systems in ChinaandCanada, which of the following descriptions is correct?A. China pays more attention to test scores, while Canadapaysmore attention to practical ability. B. Canada pays moreattention to the individualized development of students,whileChina pays more attention to unified management. C. Thereisno obvious difference in educational philosophies betweenChina and Canada. D. Canada pays more attention to cultivatingstudents' independent learning ability, while China paysmoreattention to the infusion of knowledge.
18 2. In terms of primary school curriculum, which of the followingdescriptions is consistent with the situation in China?A. China’s primary school curriculum is unified and standardized and does not vary from region to region. B. Chineseprimary school curriculum focuses on interdisciplinarylearning and comprehensive courses. C. China’s primary schoolcurriculum is flexible and diverse, and schools are encouragedto develop their own curriculum. D. The curriculum of Chineseprimary schools is exam-oriented and focuses on the studyofmajor subjects. 3. Regarding the differences in roles and responsibilitiesofelementary school teachers in China and Canada, which ofthefollowing descriptions is correct? A. Chinese primary school teachers are mainly responsibleforthe daily management and discipline maintenance of students.B. Canadian primary school teachers do not participateinstudents’ individual development and cultivation of independent learning abilities. C. Chinese primary school teachers do not pay attention tothecultivation of students' practical ability. D. Canadian
19 primary school teachers do not participate in school managementand decision-making. 4. In terms of primary school teaching methods, which ofthefollowing descriptions is consistent with the Canadiansituation? A. Canadian primary school teaching methods are traditionalandfocus on the infusion of knowledge. B. Canadian primary schoolteaching methods are flexible and diverse, encouragingstudents to express themselves freely and innovate. C. Canadianprimary school teaching methods are test-score-orientedandfocus on repeated practice. D. Canadian primary school teachingmethods do not pay attention to the integration with reallife.5. Regarding the differences between the primary educationevaluation systems in China and Canada, which of the followingdescriptions is correct? A. China’s primary school education evaluation systemismainly based on test scores and does not pay attentiontostudents’ actual ability assessment. B. Canada’s primaryschool education evaluation system does not pay attentiontostudents’ individual development and talent cultivation.C.
20 There is no significant difference in nature between theprimary education evaluation systems in China and Canada.D.Canada’s primary education evaluation system pays moreattention to students’ actual abilities and comprehensivequality assessment. 6. Which of the following descriptions applies to Canadawhenit comes to the use of technology in primary education?A. Canadian primary education widely uses technological means,with particular emphasis on the development of online coursesand smart education . B. The application of technology in Canadian primary educationmainly focuses on cultivating students' technical skillsandinnovative awareness. C. The application of technologyinCanadian primary education is mainly to improve students'academic performance and examination levels. D. The application of technology in Canadian primary education islessintegrated with real life and communities. 7. Regarding the differences in parent involvement in primaryeducation between China and Canada, which of the followingstatements is correct?
21 A. Chinese parents actively participate in school activitiesand interact frequently with teachers. B. Canadian parentsdonot participate in school teaching activities and onlyfocuson the development of their children's interests and talents.C. Parents in China and Canada are actively involved intheirchildren’s education. D. Canadian parents have less interaction with schools and pay more attention to thecultivation of children's independent abilities. 8. Which of the following descriptions applies to Canadainterms of addressing educational challenges in diverse contexts?A. The Canadian government takes steps to improve the qualityof teacher training and textbook reform. B. The Canadiangovernment encourages social forces to participate in education reform and development. C. The Canadian governmentfocuses on promoting cultural diversity and inclusion policies.D. The Canadian government increases educational investmentand support plans for poor areas. 9. In terms of educational equity, which of the followingdescriptions fits the situation in Canada? A. The Canadian government is committed to narrowing the
22 educational gap between different social classes and groups.B. The Canadian government places more emphasis on equalopportunities and individualized development rather thaneducational equity. C. The Canadian government provideslessspecial educational supports and services to disadvantagedgroups. D. The Canadian government focuses on ensuringthatstudents from different social classes and groups haveequaleducational opportunities. 10. Regarding the differences between China and Canada inthefuture development trends and cooperation prospects of primaryeducation, which of the following descriptions is correct?A. China will further promote the development of educationinformatization and intelligence, and strengthen exchangesandcooperation with international education. B. Canada willfocuson developing educational support and services for indigenousand immigrant students and reduce exchanges and cooperationwith international education. C. There is no obvious differencein future development trends and cooperation prospects betweenChina and Canada. D. Canada will strengthen exchanges andcooperation with international education and promote thedevelopment and cooperation of global education.
23 Here are the answers: A D B B D B D C D A
24 back cover Education is a long-term investment that requires patienceand hard work. The purpose of education is to cultivate well-roundedpeople, not just to pursue high scores. Education should pay attention to the individual differences of students and teach students in accordancewiththeir aptitude. Education should keep pace with the times and constantlyupdate educational concepts and methods. Highlights of this book: Cross-cultural comparative research: This book takesprimary education in China and Canada as the research objectand conducts cross-cultural comparative research, whichwillhelp readers understand the similarities and differencesofprimary education in different cultural backgrounds. Comprehensive and in-depth analysis: This book notonlycompares the differences in primary education systems,policies, and environments between the two countries froma
25 macro level, but also analyzes the curriculum, teaching methods,and evaluation methods of primary schools in both countriesfrom a micro level, providing readers with a comprehensiveDeepunderstanding. Combination of theory and practice: This book not onlycompares the primary education theories of the two countries,but also combines theory and practice through case analysis,data statistics and other methods to provide readers withmoreintuitive and convincing arguments. Focus on practical operations: On the basis of comparingprimary school education in the two countries, this bookalsoputs forward corresponding improvement measures and suggestions for existing problems, providing readers withauseful reference for practical operations. The language is concise and easy to understand: Thisbookuses concise and easy-to-understand language to explaintherelevant issues of primary education in simple and easy-to-understand terms, so that readers can quickly understand and master the core content. Clear structure: The structure of this book is clearandclear. It is classified and compared according to differentaspects of primary education, making it convenient for readers
26 to check and refer to. To sum up, the highlight of the book "Equity in Education:A Comparison of Primary Education in China and Canada" liesinits cross-cultural comparative research, comprehensiveandin-depth analysis, combination of theory and practice,emphasis on practical operations, concise and easy-to-understand language, and structure. Features suchasclarity and clarity provide readers with a comprehensiveandin-depth comparative study of primary education. This book is suitable for: Education researchers: This book conducts an in-depthcomparative study of primary education in China and Canada,provides valuable information and inspiration for educationresearchers, and helps promote the theoretical and practicaldevelopment of primary education. Education policy makers: This book compares the policies,systems and other aspects of primary education in the twocountries, which helps education policy makers understandthesimilarities and differences in education between the twocountries and provides a reference for formulating more
27 scientific and reasonable education policies. Primary school teachers: This book compares the curriculumand teaching methods of primary schools in the two countries,which will help primary school teachers understand theeducational methods in different cultural backgrounds andimprove the quality and effect of teaching. Parents: This book compares parent participation inprimary education in the two countries, helping parentsunderstand the concepts and methods of family educationindifferent countries and provide better support and guidancefortheir children's growth. Readers interested in education: This book providesacomprehensive and in-depth comparison of primary schooleducation in China and Canada. It is rich in content and conciseand easy to understand. It is suitable for readers interestedin education. To sum up, the book "Equality in Education: ComparisonofPrimary Education in China and Canada" is suitable foreducation researchers, education policy makers, primary schoolteachers, parents and readers who are interested in education.
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