Higher Education in Post-Mao China

By Michael Agelasto; Bob Adamson | Go to book overview

language skills are not ideal at all. Some students' spoken and written English are both poor.'31


Pedagogy

Courses in theory are demanding and challenging to students. They are high-powered courses which emphasize theory, basic knowledge, structure, the standard and the difficult. They reflect the essence of things and, therefore, can help to form a theoretical frame and conceptual system of a discipline. They help a student to deduce and learn by analogy. Learning must be difficult, challenging the student's intellect and arousing more interest in further studies. 32 Education advances in 'degrees of difficulty', along which students proceed. Horizons are constantly expanding and students are encouraged to overcome difficulties to develop their intelligence. 33

One of the teacher's tasks is to help students cultivate a strong desire for study and a spirit for exploration, to achieve the ability to teach themselves and to foster the initiative in studying and applying knowledge. A famous saying concerns education in ancient China: 'It is better to teach people how to fish than just to give them fish (Shou ren yiyu buru shou ren yi yu).' Helping students to cultivate their abilities to study on their own is more productive in the long run than the fast-food fish of applied courses. In order to be able to do this, teachers must delve into their profession and actively take part in research, so that they themselves can develop professionally.

Another important job of the teacher is to impart correct social values. This aspect of education transcends a moment's ongoing utility and immediate interests. At the initial stage of vigorous growth of a commodity economy, the inclination of people's mentality to money and material benefits, the loss of idealism, the deformation of values and moral concepts may hold sway for a certain period of time.


CONCLUSION

Since the effects of educational reform show themselves slowly, educators and educational policy-makers need foresight. The general trend in foreign language teaching is towards seeking instant successes and immediate benefits, at the expense of laying strong foundations. A balance should be maintained between theory and practice.

Now, more and more people have come to realize that the gap between

-137-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Higher Education in Post-Mao China
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 492

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.