High School Post-division Of Arts And Teaching The Rationality And Feasibility Studies

As the working group office of the guideline for middle and long term education reform and development has identified the differential teaching of arts and science in senior high school that has been attracting most public attention and shaping the overall development and reform as one of twenty major concerns and solicited public input, the input of the feasibility of canceling arts and science differential teaching comes into the limelight.The differential teaching of arts and science in senior high school has been a hot issue for long time. This is an existing scenario that has not solely guided by the policies and instructions of states and local authorities. As far as the development of education concerns, the differential teaching has been canceled and then revived from time to time over the past 100 years, drawing criticisms and praises. Throughout the world, different countries have different situation:Among the countries which have differential teaching of Arts and Science in high school are Japan, France, Korea, Taiwan (China), Hong Kong(China). Among the countries that have no differential teaching in high school are U.S., Finland, and Germany.Socialist economic system with Chinese features basically defines the educational pattern in high school, college entrance examination system with Chinese characteristics as well as curriculum setting in colleges and universities. All these coupled by employment of college graduates, law of physical and mental development of senior high students prove its feasibility and values under current circumstances. Too early differential teaching of arts and science in high school is harmful, for it will not only make more students prefer science to arts, but also harm their comprehensive quality and ability from long perspective.Whether or not to practice science and arts differential teaching is like two sides of the same coin, but differential teaching in latter high school year do have some benefits. Under the guidance of transition from exam-oriented education to quality-oriented education, leverage the chance of reform of high school basic education, this paper provide some insights into the following seven aspects:the feasibility of science and arts differential teaching in latter high school year and its practical experiences, trends and accordingly responses in this regard.Part A:IntroductionThis part mainly gives an account of the meaning and means of research included in this paper, provides a clear definition on the differential teaching of arts and science in later high school year, and simple description of relevant documentations.Part B:Diachronic compare and comparison of differential teaching of arts and science.First, this chapter explains the history of the differential teaching of arts and science based on search and screening of the relevant documentation. Tremendous changes have taken place in this regards ever since 1902, but academic circle has been divided over this. Different social situation and education background in different times exert influence on this differential teaching. On the basis of investigation of the differential teaching history, the paper conduct analysis and comparison on the features of differential teaching in current era and back in ancient times. Back in ancient times, it's possible to cultivate all-round developed talents; Now, it's impossible to cultivate a encyclopedic talents,with regard to different elements such as information explosion and multi-culture. Therefore, the differential teaching of Arts and Science has very reason to exist.Part CThis part mainly gives examples of education situation in some western countries, and classifies these situations accordingly, with some country have subjects division and some countries haven't. The purpose of this part is to make comparison with the education development in china so that China can learn from other countries and find its own way in this regard.Part DThis part primarily discusses the theoretical basis for the differential teaching of arts and science on its feasibility through three major theories According to cognitive psychology, each people are different concerning their personality and ability, so difference of personality and ability should be paid much attention to. Meanwhile, education should not only focus on the development of general intelligence of the students but also on their future life and employment.Structural functionalism of sociology discusses current education problems."go to extremes'" mold should not been executed. Subjects division affects overall performance and function of education. Reform of this differential teaching requires the reform of other elements like College entrance examination system,recruitment system^ curriculum setting in college and in high school. We are guided by the Marxian theory of all-around development for man. When it comes to all-round development, however, we do not mean mastering all subjects to achieve an all-round development. All-round development of men is a social and historical process and can only be achieved under certain circumstances and means. As current social situation are not available for that, subjects division is reasonable in later high school year.Part EIn this part, the paper analyzes the practical basis for feasibility of the Differential Teaching of Arts and Science in later high schools and the relationship between college entrance examination and subjects division. College entrance examination system exists prior to differential teaching of Arts and Science, thus the former shapes the later. Knowledge and ability are not equal:knowledge doesn't mean ability. Canceling differential teaching can increase knowledge, but the increase of knowledge doesn't mean the increase of ability. One of a major reason for unemployment of college students is that they are not specialists in a certain field, but like jack of all trades. Therefore, Students should dig into a special field and improve their professional skills on the basis of liberal education. That's why differential teaching is needed.Part FThis part mainly reasons the feasibility of differential teaching through investigation. According to documentation and research of previous researchers, questionnaire, selected samples and distributions, data is analyzed and concluded. The conclusion is that the differential teaching of the Arts and Science is reasonable. Given the great pressure of college entrance examination on students, it's a better choice to differential teaching of Science and Arts, for the differential teaching has more advantages. It's also practical, for the differential teaching can not only improve the comprehensive ability of the students, but also make them feel relatively at ease.Part GThis part analyzes the trend and accordingly responses of differential teaching. From long perspective and international view, all-round development for men is the goal of education. Canceling the differential teaching is a corollary when education develops to a certain level, but This is the inevitable choice for now. At present, differential teaching can not only follow the law of physical and mental development of senior high students but also improve their comprehensive quality. The country, the society and the schools should join hands to settle this problem.