"Hengshui Model": Self-censorship from a Global Perspective

In many articles, the author questioned and deconstructed the "Hengshui model" in order to explore what the real meaning of education is. Just to realize social mobility and change social status and abandon everything, "read only sage books", or to realize their own value and develop on the basis of personal character to better serve the society and the country?

French educator Paul lengrand pointed out in Introduction to Lifelong Education that "the real object of education is a comprehensive person, a person in various environments, a person who assumes various responsibilities, and in short, a specific person." "If education is to be meaningful, it must make everyone develop according to his own nature, and this development should be a function of his own interests, tendencies and abilities, rather than making him develop according to an established model that is only suitable for a certain object, that is, making him a' gifted student' who learns quickly and obeys the school system."

Regrettably, the "Hengshui Model" does not treat every child as a "concrete person", nor does it design the future for children according to their interests, hobbies and abilities. On the contrary, it requires every student to do his best to pay some unnecessary time and life for the "specific object"-the college entrance examination, and only obey the school system.

The "Hengshui Model" faces a group of indifferent and objective "examination machines" with scores as the only examination standard and artificially divided into three grades. The final product is just a standard part produced by the same assembly line.

Not only "Hengshui", but all middle schools in China basically belong to this type. So, must education take this only way?

The answer is definitely no, the last article "Hengshui Model": How far is it from an educational power? As we know, U.S.News, one of the four largest rankings in the world, recently published the "National Ranking of Global Education Quality", and Canada ranked first. Regardless of the developed public education system and students' willingness to go to college, it scores high.

So, what is the basic education model in Canada?

Canada is also the first choice for many parents in China to "educate immigrant" children. In addition to the perfect public education system and funds, there is no unified national education system. Its 10 and 3 territories have their own education systems, and the relatively developed education systems are basically the same. Schools in Canada can be roughly divided into public schools, private schools and missionary schools. Canadian nationals basically attend local public schools.

Canadian public schools generally implement 12-year compulsory primary and secondary education, which is completed through two levels of learning: one is PrimarySchool, that is, primary school; The second is HighSchool, which is high school. Children aged 5~ 18 (from primary school to high school) have the right to receive free education. Primary and secondary schools generally implement the 633 system, and "primary school" includes three levels of education: the first school year is called "kindergarten", and the six years from the second school year to the seventh school year should belong to the primary school stage in China; The three-year period from 8th to 10 is the junior high school stage in China. Study in "high school" for 3 years. Quebec and Newfoundland 1 1 year; Ontario is an 8-year primary school and a 5-year middle school. It takes 13 years to graduate from high school. 13 grade is called college preparation. Students can get an honorary diploma from middle school when they graduate. With this diploma, they can enter the university first.

In Canada, students can choose to go to university or community college or join the society after graduating from high school. The different development directions in the future are mainly realized through the course selection during middle school, and students can see it when they reach the tenth grade. As Paul lengrand emphasized, education must be associated with a strong interest in improving daily life, professional, political and social living conditions. However, many students in China have no plans for the future. Schools are mainly producers of scores and do not guide children's future.

Unlike the "sea tactics" that China students started from primary school, Canadian students began to choose courses from middle school. The higher the grade, the more courses they can choose. Usually, schools have tutors to help students choose courses or re-choose courses, which is similar to the teaching mode of domestic universities and graduate students, but they have advanced it to middle schools, that is to say, when they arrive at middle schools, schools have begun to guide students to think about their own lives and design their own future.

Students who have special skills and talents in a certain aspect can also consult with their tutors and choose courses that suit their personality growth and ability. There are many courses to choose from in middle schools, which generally attach importance to studies, intelligence, interpersonal relationships, social progress, skills and vocational training, while English, social studies, mathematics and science are their compulsory courses.

Students who don't plan to go to college can choose painting, carpentry, computer technology and other courses, which is equivalent to learning vocational skills in advance and preparing for future career choices. You want to take elective courses in college. In the middle school stage, all students must complete a certain number of credits before they can graduate from middle school.

Looking back on the "Hengshui Model", in terms of educational purposes, Canada aims at cultivating students' sound personality and skills, while the "Hengshui Model" is only for a naked score, which is divorced from daily life, occupation and even survival skills; In terms of curriculum, Canada is a comprehensive student-centered course selection system, which serves students' interests, hobbies and future careers, while the "Hengshui model" is a fixed and rigid curriculum structure, and students have no freedom to choose at all. The content of this course is more technical culture than life culture. In the teacher-student relationship, Canada is more of a life mentor, helping students design and plan the future, and is a mentor, while the teacher in Hengshui mode is an absolute authority of knowledge, power and thought, and students are not allowed to question and slack off at all.

To some extent, "Hengshui mode" is like a wooden bridge crossed by thousands of troops. At the other end of the bridge, there is a man with a stick. He only allows a certain number of people to pass, and those who fail will be knocked off the bridge by him. He will not consider and sympathize with the future of the students who have been knocked off the bridge. On the other hand, education in Canada is like a vast grassland. Every student is a good horse, and every horse has its own blue sky and can gallop freely on this grassland.