The Spread Of Education In The Sino-british Comparative Study

The current research, from perspectives of both research and education, compares the communication education in china and UK with the purpose to provide reference for the Chinese communication education, which has been developing fast amid an array of problems.The paper first combs the history of communication studies in both countries. China's communication studies has been developing very fast since the mid and late 1990s, but although considerable achievements have been made, major theoretical breakthroughs are still in the lack. The communication studies in UK started in CCCS(the Center for Contemporary Cultural Studies). The paper reviews the major research achievements by the center. The Birmingham school, originating from the English literature review, having the mass communication as its research subject, drawing upon the theories from Marxism and the Frankfurt school, research into the independence of culture and ideology and establishes the tradition of the British cultural studies. The Birmingham schools has laid a solid theoretical and methodological foundation for the British critical media studies. In terms of theoretical innovation, Hall's coding and decoding theory, it sheds light on the role the mass media plays in the struggle for cultural dominance. In terms of methodological innovation, ethnography started a new approach for audience studies, etc. More important, the CCCS described, interpreted and criticized comprehensively the cultural and other phenomena in the West by conducting an enormous amount of content analysis and empirical research. Such research involves sub cultures, youths cultures, gender studies, daily uses of communication technologies. Constantly drawing upon advanced theories and innovating in the practices are the strengths of the British communication studies, which is worth learning by its Chinese counterpart.In the Mainland of China, the education of communication studies develops rapidly, but it is confronted with much bewilderment.The existing setting of the kinds & genus of subjects are not beneficial to the development of communication science. As to the kinds & genus of the subjects, communication studies and journalism all belong to literature, then, how to deal with the relations between communication science and journalism? It is unnecessarily worthy of the name for public relations, medium management, advertisement science and other majors all belong to the same kind of literature. Communication science is a continuously developmental and opening subject. With the development of the techniques of communication, research domains of new trans-subject and trans-specialty will also continuously emerge. Through selecting some case analysis, this article analyzed the teaching characters and subject setting of English communication studies. As to the setting of majors, the government of UK pursues the principle of "from below to above", schools have greater self-determination over organizational system of studies. As to the setting of departments or courses, whether medium, or journalism, or communication, it is only a research object, and it could be cut in from the point of sociology, philosophy, economics, management science, psychology, information science, even the technology of communication(the major of science and engineering course). As to the setting of the kinds & genus of subjects, correlative governmental departments only set a classification system of subject major which has universal applicability. Under that system, for journalism, communication science and public relations etc, each is in its proper place. And enough developmental room is left. So, we could consider to desalt or annul the setting of the kinds & genus of the subjects, in order to solve this following problem: the narrowness of compartmentalization of kinds of journalism-communication science, just as it has been done in UK, which is worth learning by its Chinese counterpart.With the development of society and the advancement of science & technology, mass media has been an indispensable part of our daily life. Earlier in 1930s, English begun to practice media literacy, in order to instruct the students to understand correctly and constructively share the information of mass media, and cultivate the students to possess healthy capacity of medium-critique, and let them make full use of media resource to consummate themselves, and participate in social development. In English high schools, the education of communication science has been a teaching subject which runs neck and neck to literature and history, etc. And media literacy entered into middle school and elementary school too, becoming one part of the national curriculum, which is worth learning by its Chinese counterpart.