2024年6月8日发(作者：)

Overview

Education in the People's Republic of China is a state-run system of public education run by the

Ministry of Education. All citizens must attend school for at least nine years. The government

provides primary education for six years, starting at age six or seven, followed by six years of

secondary education for ages 12 to 18. Some provinces may have five years of primary school but

four years for middle school. There are three years of middle school and three years of high

school. The Ministry of Education reported a 99 percent attendance rate for primary school and

an 80 percent rate for both primary and middle schools. In 1985, the government abolished

tax-funded higher education, requiring university applicants to compete for scholarships based on

academic ability. In the early 1980s the government allowed the establishment of the first private

schools.

China has had a major expansion in education, increasing the number of undergraduates and

people who hold doctoral degrees fivefold in 10 years. In 2003 China supported 1,552 institutions

of higher learning (colleges and universities) and their 725,000 professors and 11 million

students . There are over 100 National Key Universities, including Beijing University and Tsinghua

University.

In 2002, the literacy rate in China was 90.8%; 95.1% of males and 86.5% of females.

Laws regulating the system of education include the Regulation on Academic Degrees, the

Compulsory Education Law, the Teachers Law, the Education Law, the Law on Vocational

Education, and the Law on Higher Education.

Reform in the 21st Century

Two years before the dawn of the 21st Century the Chinese government proposed an ambitious

plan intended to expand university enrollment to ensure a greater output of professional and

specialized graduates. An adjunct to the plan aimed to develop an elite of world class universities.

Restructuring, through consolidations, mergers and shifts among the authorities which supervise

institutions, was aimed at addressing the problems of small size and low efficiency. Higher

vocational education was also restructured, and there was a general tendency there to emphasize

elite institutions. This rapid expansion of mass higher education has resulted in not only a strain

in teaching resources but also in higher unemployment rates among graduates. The creation of

private universities, not under governmental control, remains slow and its future uncertain. The

restructuring of higher education, in the words of one academic "has created a clearly escalating

social stratification pattern among institutions, stratified by geography, source of funding,

administrative unit, as well as by functional category (e.g., comprehensive, law, medical, etc.)."

Thus, although recent reform has arguably improved over-all educational quality, they have

created new, different issues of equity and efficiency that will need to be addressed as the

century proceeds.

In the spring 2007 China will conduct a national evaluation of its universities. The results of this

evaluation will be used to support the next major planned policy initiative. The last substantial

national evaluation of universities, which was undertaken in 1994, resulted in the 'massification'

of higher education as well as a renewed emphasis on elite institutions. Academics praised the fin

du siècle reforms for budging China's higher education from a unified, centralized, closed and

static system into one characterized by more diversification, decentralization, openness and

dynamism, stimulating the involvement of local governments and other non-state sectors. At the

same time they note that this decentralization and marketization has led to further inequality in

educational opportunity.

Chinese parents and employers have begun to place a high value on overseas education,

especially at top American and European institutions such as Harvard University, Oxford

University, and Cambridge University, which are "revered" among many middle-class parents.

Since 1999, the number of Chinese applicants to top schools overseas has increased tenfold.

Much of the interest in overseas schools has been attributed to the release of how-to parenting

books such as Harvard Girl, which spawned a "national obsession" with admissions to overseas

schools.

Literacy and language reform

The continuing campaigns to eradicate illiteracy also were a part of basic education. Chinese

government statistics indicated that of a total population of nearly 1.1 billion in 1985, about 230

million people were illiterate or semiliterate. The difficulty of mastering written Chinese makes

raising the literacy rate particularly difficult. In general, language reform was intended to make

written and spoken Chinese easier to learn, which in turn would foster both literacy and linguistic

unity and serve as a foundation for a simpler written language. In 1951 the party issued a

directive that inaugurated a three-part plan for language reform. The plan sought to establish

universal comprehension of a standardized common language, simplify written characters, and

introduce, where possible, romanized forms based on the Latin alphabet. In 1956 Putonghua

(modern Standard Mandarin) was introduced as the language of instruction in schools and in the

national broadcast media, and by 1977 it was in use throughout China, particularly in the

government and party, and in education. Although in 1987 the government continued to endorse

the goal of universalizing putonghua, hundreds of regional and local dialects continued to be

spoken, complicating interregional communication.

A second language reform required the simplification of ideographs because ideographs with

fewer strokes are easier to learn. In 1964 the Committee for Reforming the Chinese Written

Language released an official list of 2,238 simplified characters most basic to the language.

Simplification made literacy easier, although people taught only in simplified characters were cut

off from the wealth of Chinese literature written in traditional characters. Any idea of replacing

ideographic script with romanized script was soon abandoned, however by government and

education leaders.

A third area of change involved the proposal to use the pinyin romanization system more widely.

Pinyin (first approved by the National People's Congress in 1958) was encouraged primarily to

facilitate the spread of putonghua in regions where other dialects and languages are spoken. By

the mid-1980s, however, the use of pinyin was not as widespread as the use of putonghua.

Retaining literacy was as much a problem as acquiring it, particularly among the rural population.

Literacy rates declined between 1966 and 1976. Political disorder may have contributed to the

decline, but the basic problem was that the many Chinese ideographs can be mastered only

through rote learning and can be often forgotten because of disuse.

关于中国教育的英语作文范文

Chinese Education System

If I could take your attention for moment, please. I‘d like to give your introduction about Chinese

education system. Now, first of all, I‘d like to talk about primary school. In China, Children begin