There is a strange paradox to the s

There is a strange paradox to the success of the Asian education model. On the one hand, class sizes are huge by western standards with on average between 30 and 40 students per class in countries like Japan and Korea. On the other hand, school children in developed Asian economies rank among the highest in the world for academic achievement in the areas of science and mathematics, especially on standardised tests. Meanwhile, British secondary school students fail to shine in conditions most educational researchers would say are far more likely to help them succeed. Why do Asian students seem to perform so well then? Is it their legendary discipline? Certainly, classroom management seems to be a whole lot easier in places like Korea, and perhaps lessons are more effective as a direct consequence. After all, we are only too aware of the decline in discipline standards in our own schools; belligerent and disrespectful students appear to be the norm these days. Teachers in Britain seem powerless to control what happens anymore. Surely this situation cannot create a very effective learning environment, so perhaps the number of students is far less relevant than is the manner in which they conduct themselves. But there are other factors to consider, too. Korean students spend a lot more time with their teachers. It seems logical to suggest, therefore, that they might form stronger bonds and greater trust, and that Korean teachers, in understanding their pupils better, might be able to offer them a more effective learning programme. Of course, trust and understanding leads to greater respect as well, so Korean students are probably less likely to ignore their teachers' advice. Then there is the home environment. The traditional family unit still remains relatively intact in Korea. Few children come from broken homes, so there is a sense of security, safety and trust both at home and at school. In Britain meanwhile, one in every two
marriages fails and divorce rates are sky high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behaviour we are complaining about is just a cry for help and a plea for attention. But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don't tell the whole truth. You see, behind those great maths and science scores, there is a quite remarkable work ethic. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question; is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at maths than Britons - big deal! What is their quality of life like? Remember; school days are supposed to be the best, are they not? There has been a lot of attention and praise given to these Asian models and their 'impressive' statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students - success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine the best bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deserves it.

Kết quả (Việt) 1:

Đó là một nghịch lý lạ cho sự thành công của mô hình giáo dục á. Một mặt, lớp học là rất lớn bởi các tiêu chuẩn phương Tây với trung bình giữa 30 và 40 sinh viên mỗi lớp ở các nước như Nhật bản và Hàn Quốc. Mặt khác, trẻ em học trong phát triển nền kinh tế Châu á xếp hạng trong số cao nhất thế giới cho thành tích học tập trong các lĩnh vực khoa học và toán học, đặc biệt là trên các xét nghiệm tiêu chuẩn hóa. Trong khi đó, Anh học sinh trung học không tỏa sáng trong điều kiện các nhà nghiên cứu giáo dục đặt sẽ nói có thêm rất nhiều khả năng để giúp họ thành công. Sinh viên Châu á có vẻ để thực hiện tốt vậy sao? Nó có phải là kỷ luật huyền thoại của họ? Chắc chắn, quản lý lớp học dường như một toàn bộ rất nhiều dễ dàng hơn ở những nơi như Hàn Quốc, và có lẽ bài học có hiệu quả hơn như là một hậu quả trực tiếp. Sau khi tất cả, chúng tôi đang chỉ cũng nhận thức được sự suy giảm trong tiêu chuẩn kỷ luật trong trường học của chúng tôi; hiếu chiến và thiếu tôn trọng học sinh xuất hiện để là chuẩn những ngày này. Giáo viên ở Anh dường như không thể kiểm soát những gì xảy ra nữa. Chắc chắn tình trạng này không thể tạo ra một môi trường học tập rất hiệu quả, vì vậy, có lẽ số học sinh là ít có liên quan hơn là theo cách mà họ tiến hành chính họ. Nhưng có những yếu tố khác để xem xét, quá. Sinh viên Hàn Quốc dành thời gian nhiều hơn với giáo viên của họ. Nó có vẻ hợp lý để đề nghị, do đó, họ có thể hình thành liên kết mạnh mẽ hơn và lớn hơn sự tin tưởng, và rằng giáo viên Hàn Quốc, trong việc tìm hiểu học sinh của mình tốt hơn, có thể có thể cung cấp cho họ một chương trình học tập hiệu quả hơn. Tất nhiên, tin tưởng và sự hiểu biết dẫn đến sự tôn trọng lớn hơn là tốt, vì vậy sinh viên Hàn Quốc có lẽ ít có khả năng để bỏ qua lời khuyên của giáo viên. Sau đó, có môi trường gia đình. Các đơn vị gia đình truyền thống vẫn còn tương đối nguyên vẹn tại Hàn Quốc. Vài trẻ em đến từ ngôi nhà bị phá vỡ, do đó, có một cảm giác tin tưởng, an ninh và an toàn ở nhà và ở trường học. Ở Anh trong khi đó, một trong mỗi hai marriages fails and divorce rates are sky high. Perhaps children struggle to cope with unstable family conditions and their only way to express their frustration is by misbehaving at school. Maybe all this delinquent behaviour we are complaining about is just a cry for help and a plea for attention. But while the Japanese, Korean and Asian models generally do seem to produce excellent results, the statistics don't tell the whole truth. You see, behind those great maths and science scores, there is a quite remarkable work ethic. Asian students tend to put their education before literally everything else. They do very few extracurricular activities and devote far more time to their studies than their British peers. And this begs the question; is all that extra effort justified for a few extra percentage points in some meaningless international student performance survey? So Asian students are on average 3-5% better at maths than Britons - big deal! What is their quality of life like? Remember; school days are supposed to be the best, are they not? There has been a lot of attention and praise given to these Asian models and their 'impressive' statistics of late. And without question, some of this praise is justified, but it seems to be a case of two extremes in operation here. At one end, there is the discipline and unbelievably hard work ethic of the Asian students - success in education before all else. At the other end, British students at times appear careless and extremely undisciplined by comparison, but at least they DO have the free time to enjoy their youth and explore their interests. Is either system better outright? Or is it perhaps about time we stopped comparing and started trying to combine the best bits of both, so that we can finally offer our students a balanced, worthwhile education? We are not just dealing with statistics; never forget that every statistic is a little human being somewhere who desperately needs our help and guidance - who deserves it.