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The secrets behind China's extraordinary educational system – good, bad, and ugly
Chinese students' consistently stunning performance on the international PISA exams— where they outscore students of all other nations in math, reading, and science—have positioned China as a world education leader. American educators and pundits have declared this a "Sputnik Moment," saying that we must learn from China's education system in order to maintain our status as an education leader and global superpower.
Indeed, many of the reforms taking hold in United States schools, such as a greater emphasis on standardized testing and the increasing importance of core subjects like reading and math, echo the Chinese system. We're following in China's footsteps—but is this the direction we should take?
Who's Afraid of the Big Bad Dragon? by award-winning writer Yong Zhao offers an entertaining, provocative insider's account of the Chinese school system, revealing the secrets that make it both "the best and worst" in the world. Born and raised in China's Sichuan province and a teacher in China for many years, Zhao has a unique perspective on Chinese culture and education. He explains in vivid detail how China turns out the world's highest-achieving students in reading, math, and science—yet by all accounts Chinese educators, parents, and political leaders hate the system and long to send their kids to western schools. Filled with fascinating stories and compelling data, Who's Afraid of the Big Bad Dragon? offers a nuanced and sobering tour of education in China.
- Learn how China is able to turn out the world's highest achieving students in math, science, and reading
- Discover why, despite these amazing test scores, Chinese parents, teachers, and political leaders are desperate to leave behind their educational system
- Discover how current reforms in the U.S. parallel the classic Chinese system, and how this could help (or hurt) our students' prospects
- Sales Rank: #422073 in Books
- Published on: 2014-09-15
- Original language: English
- Number of items: 1
- Dimensions: 9.30" h x 1.05" w x 6.30" l, .0 pounds
- Binding: Hardcover
- 272 pages
From the Inside Flap
Chinese students’ consistently stunning performance on the international PISA exams—where they outscore students of all other nations in math, reading, and science—has positioned China as a world education leader. American educators and pundits have declared this a “Sputnik Moment,” saying that we must learn from China’s education system in order to maintain our status as an education leader and global superpower.
Indeed, many of the reforms taking hold in United States schools, such as a greater emphasis on standardized testing and the increasing importance of core subjects like reading and math, echo the Chinese system. We’re following in China’s footsteps—but is this the direction we should take?
Who’s Afraid of the Big Bad Dragon? by award-winning writer Yong Zhao offers an entertaining, provocative insider’s account of the Chinese school system, revealing the secrets that make it both “the best and worst” in the world. Born and raised in China’s Sichuan province and a teacher in China for many years, Zhao has a unique perspective on Chinese culture and education. He explains in vivid detail how China turns out the world’s highest-achieving students in reading, math, and science—yet by all accounts Chinese educators, parents, and political leaders hate the system and long to send their kids to western schools. Filled with fascinating stories and compelling data, Who’s Afraid of the Big Bad Dragon? offers a nuanced and sobering tour of education in China.
From the Back Cover
PRAISE FOR Who’s Afraid of the Big Bad Dragon?
“This book unmasks the error of our policy makers’ obsession with test scores and their misguided determination to get higher scores than Shanghai. Yong Zhao explains why the pursuit of higher test scores is an unworthy goal, both for China and the United States, because it is essentially authoritarian and crushes creativity and fresh thinking.”
—DIANE RAVITCH, research professor of education, New York University; bestselling author, The Death and Life of the Great American School System and Reign of Error
“Zhao’s startling and masterful account is the best book ever written about China’s schools today. He exposes sloppy thinking on the part of people like me who thought the Confucian principles still at the core of Asian culture were all that were needed to push China and other East Asian countries far ahead of the rest of the world in school achievement. This is an irresistible story of both China’s weaknesses and ours, and how the two countries could make each other better if we conquered our mutual ignorance.”
—JAY MATHEWS, Washington Post education columnist; author, Work Hard. Be Nice: How Two Inspired Teachers Created the Most Promising Schools in America
“This book is an important message to shake up the illusions we have about schooling in the East and the West. It shows how obsession to top the international education league tables is leading both the United States. and China away from what they should do instead: to prepare all their students to find their talents and to live good lives. Who’s Afraid of the Big Bad Dragon? is a masterpiece that only Yong Zhao could have written.”
—PASI SAHLBERG, visiting professor, Harvard Graduate School of Education; author, Finnish Lessons: What Can the World Learn from Educational Change in Finland?
About the Author
YONG ZHAO holds the first presidential chair at the University of Oregon, where he also serves as associate dean for global education and professor in the Department of Educational Measurement, Policy, and Leadership. Zhao is a popular keynote presenter and has been featured in media ranging from the New York Times and USA Today to NPR and ABC. The winner of numerous awards in research, leadership, and innovation, Zhao is the author of more than 100 articles and 20 books. To learn more, go to www.zhaolearning.com.
Most helpful customer reviews
23 of 27 people found the following review helpful.
Excellent book! It is a must read for those who care about our children, our education and the future!
By Perry Gao
Yong Zhao's books are the few attractive books that I wanted to finish reading without a break. As a student came from China, I have been trained to be submissive and meeting other people's need. I came from the system, but never had a chance to take a close look at it, or question it. This book gives me a great opportunity to reexamine the education I have received, and grants me a more clear understanding of myself. It helped me to rethink the definition of being a good student or being successful.
In addition, I believe that this book is even more helpful to the whole educational system in America now. I remember that Dr. Zhao once said that, "World Class Learner" is the book tells people what should be done, and this book tells people what should not be done. I believe this book has done the work successfully. "Practice is the only criterion for testing truth." Therefore, I believe that the best way to tell whether or not a practice or a policy works is to look around the world to see whether or not it worked out in those countries that tried it before. Many educational policies in today's America have already been practiced in China for hundreds of years, such as standardization and high-stake testing. If those policies do not work out in China, or the side effects are bigger than their benefits, why should people believe miracle would happen in America?
However, as a student who studies education in America, I sadly found that people do believe there would be a miracle, because very often when people discuss about a practice or a policy, they lack a global view and they have been restricted by thinking locally. Therefore, I believe the importance of Dr. Zhao's voice cannot be overstated in today's America.
13 of 15 people found the following review helpful.
This book offers a succinct overview of the folly in ...
By Anon
This book offers a succinct overview of the folly in America's education Sinophilia. By analyzing the keju, the gaokao, and the attempts to reform the Chinese university admissions process, Zhao argues that an emphasis on high stakes tests is responsible for China's failure to innovate and invent at a rate that is in keeping with its economic growth, large population, and history of revering academics. He also illustrates the shortsightedness of using PISA scores as the primary means of evaluating an education system; and suggests that a test-driven education system is more likely to produce a populace that defers to authority than a populace capable of creativity and disruption.
18 of 25 people found the following review helpful.
A system based on creativity could just as easily mystify a rewards system based on inequality
By luisamillera
This is an interesting polemic attack on the current US obsession with standardised testing and the arguably myopic and detrimental ways in which it determines policy at federal and state levels. At the heart of this obsession, Yong argues, is an unthinking and uncritical desire to compete with China on China's terms, capitulating rather than questioning the Confucian spirit behind it's centralised curriculum and its reliance on standardised testing to determine merit. This is certainly a provocative and stimulating read for anyone interested in federal education policy. However, I must depart from the other commendatory reviews and take issue with the author's very simplistic and unhistorical generalisations about the Chinese Imperial examination and the ways it has allegedly shaped modern education practices in China. His largely derisive picture of the Imperial curriculum (keju) is made solely at the level of assertion without any critical historical analysis. The book fails to consider adequately how European curricula were shaped by a classical humanistic tradition that, in its emphasis on memorisation of core texts, were not dissimilar to some of the intellectual visions that shaped the Chinese system. I'm afraid the author is too quick to idolise "American individualism", which leads him to some vacuous platitudes about creativity and freedom that I don't think has any real practical value when considering what students in an American classroom need to know and how their learning should be evaluated. Yong doesn't adequately consider the principle of meritocracy, which underpinned a theory of the Imperial Examination (regardless of how it was abused in practical terms). How would Yong purport to evaluate "creativity" in a systematic way that is fair across the board? A system based on creativity could just as easily mystify a rewards system based on inequality, privilege, and lazy teaching by empty justifications like "uniqueness", "X-factor"; and "thinking outside boxes". Such platitudes and an unnecessarily stark contrast between Chinese stagnation and American vitalism is not only erroneous in the terms of historical analysis. It is also detrimental in education policy, allowing us to hide behind stereotypes in order to avoid asking more pertinent questions about what skills our students need to navigate life outside of educational institutions and how to ensure that they are delivered in an equitable, accessible, and yes, standardised manner.
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