The Negative Influences of Exam-Oriented Education on Chinese High School Students: Backwash from Classroom to Child
By R. Kirkpatrick, Yu Zang. 2011
223 citations recorded by the source corpus.
This essay describes the various problems China faces on account of its exam-centric education system and pedagogy. Along with interviews and focus groups, this study draws on survey responses from 43 Chinese high school students enrolled in the Yunnan Province's No. 10 school. Moreover, this essay explores the policy arguments and key assumptions underlying this pedagogical approach as well as the negative influences exam-oriented education systems have on Chinese students, who view education as nothing more than merely passing examinations. This particular approach, at its worst, can stifle a student's imagination, creativity, and sense of self, qualities crucial for a child's ultimate success in and out of the classroom. The study suggests moderate pressure to excel in school, when paired with deemphasizing high-stakes testing, better motivates students and improves student success and psychological health, both in terms of academic success and also a productive adulthood.
Subfields: Demography, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/43aea00b7a299a72a0023f75849a209260cd4bd3
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Citations in the corpus
- The ‘secrets’ of Chinese students’ academic success: academic resilience among students from highly competitive academic environments (2017, background): “In such academic environments, many Chinese students lose or lack interest in learning, and develop school-weary emotions, which may lead to low school commitment or even rebelliousness or alienation (Kirkpatrick & Zang, 2011).”