How does British education cultivate children's imagination and creativity?

According to a survey conducted by the International Organization for Assessment of Educational Progress, among 2 1 countries surveyed, children in China rank first in computing ability, first in imagination and fifth in creativity. In addition, among the primary and middle school students in China, only 4.7% think they are full of curiosity and imagination, while only 14.9% want to cultivate their imagination and creativity. Children in China have low imagination and creativity. Compared with China, British children's creativity and imagination will certainly be better. There is no doubt that these differences are inseparable from the British education system.

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First of all, it takes some time to ensure the cultivation of children's imagination and creativity. Children in China are busy with homework and exams all day. How much spare time can they have for imaginative creation? In China, the achievements speak for themselves. In British schools, especially primary schools, students have more spare time and little homework after class. Only under such relaxed conditions can British primary school students imagine at will and let immature thoughts spread their wings and fly.

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Secondly, Britain pays attention to the cultivation of art, and the art curriculum in primary schools is much richer than that in China. Arithmetic language is important, but artistic edification is an important means to cultivate children's imagination. Leonardo da Vinci was a famous Italian painter. His great achievements in painting make us ignore the fact that he is also an inventor. Leonardo da Vinci designed a sketch of a parachute in 1495. Years later, French scientists finally made Leonardo da Vinci's fantasy come true according to this sketch. It can be seen that art and imagination are closely related to creation and invention, and artists without imagination cannot create. According to this reasoning, it is certainly beneficial to cultivate children's imagination and creativity to let children freely daub their imaginary world on paper in an artistic way.

Similarly, painting is a smear, and there are differences in teaching between Chinese and English schools. In China primary school, teachers usually take out pictures for the whole class to copy. Whoever imitates the most realistically will get the highest score. In primary schools in Britain, you can hardly see the whole class drawing the same giant panda. On the contrary, English teachers encourage students to imagine freely. There is no standard answer, let alone whether imitation is realistic. As long as it is designed with heart, it will get high marks in the end.

In addition to painting, music teaching in British primary schools is also very commendable. When British primary school students reach the third grade, everyone has to take an examination of a musical instrument. Later, after junior high school and high school, this instrument will follow the children to continue their studies. There must be many children who choose musical instruments in China, but children may not be out of hobbies, but for extra points in exams. In primary schools in China, high-quality universal music education is definitely not as good as that in Britain.

There is another noteworthy difference in Chinese teaching in China primary schools between China and Britain. When China was in primary school, the teacher often asked us to copy a word in a grid. Even the present teachers do this. I have never received a similar assignment in England. Teachers in Britain will certainly remind students to write neatly, but children in Britain will not spend a lot of time copying new words mechanically.

I remember that when I was at school in China, I heard a sentence and learned from practice. British schools can take this sentence to the extreme. Almost all primary and secondary schools in Britain are inseparable from an important teaching method-hiking. The distance of walking teaching in British schools is far and near, and the content is extremely rich and colorful. Some teachers think that the weather is good, and they will temporarily decide to set the classroom on the lawn, the seaside or even the farm, and even organize children to go to the virgin forest to learn survival skills. Whether in-class teaching or out-of-class teaching, British schools attach great importance to cultivating children's artistic accomplishment.

In addition to attaching importance to art education, Britain also has education that is most directly related to creativity, that is, scientific research. Primary and secondary schools in Britain hold a "competition" with the theme of science and technology at least once a year. Students interested in scientific research can sign up for the competition. The title of this competition is very casual, and there is no standard proposition. Children who are good at and interested can sign up. Whether children participate in the science festival is voluntary, and the school is not reluctant.

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