中美大学教育对比-商务英语-毕业论文

PAGEPAGE19中国某某某某学校学生毕业设计(论文)题目：中美大学教育对比姓名：000000000班级、学号：0000班、0000号系(部)：经济管理系专业：商务英语指导教师：0000000开题时间：2009年4月10日完成时间：2009年11月1日2009年目录毕业设计任务书…………………1毕业设计成绩评定表……………2答辩申请书……………………3-4正文……………5-16答辩委员会表决意见……………17答辩过程记录表…………………18课题：中美大学教育对比课题(论文)提纲0.引言1.中国大学教育的现状2.中美大学教育差异的原因分析2.1社会环境2.2传统的教育理念3.中美大学教育体制比较3.1不同的课程和专业的设置3.2不同的课程和专业的选择3.3不同的学业成绩的测试方式4.中美大学教育比较4.1教育哲学4.2教学模式4.3教学方法4.4学习领域5.美国高等大学教育给我们的启示6．结论二、内容摘要当今，国际竞争日益激烈，而这种竞争归根到底是人的素质的竞争。从某种情况下，人才的竞争是国家高素质教育的竞争。因此，教育的理念和方法直接影响了高素质人才能力的培养。本文通过对中美两国大学教育在社会环境、文化传统、教育哲学、教育方法、教育模式、学习领域等方面的比较，分析形成两国大学教育的差异的原因，进而找出对中国大学教育改革的启示，美国大学教育的实践能为中国提供借鉴。从而使中国学生变得能够独立生存，适应各种环境，具有独立解决问题的能力，不再高分低能。参考文献[1]DenYanchang.AmericanSocietyandCulture.Beijing:HigherEducationPress,1988[2]李泽同，透视美国，北京：对外经贸大学出版社，2003[3]史静寰，当代美国教育，北京：社会科学文献出版社，2004[4]苏立昌,美国社会与文化，南开大学出版社，2006[5]余家发，中美高等教育比较．南开大学出版社，2002[6]张文英．中美高等教育比较与启示．黑龙江高教研究，2005TheContrastofCollegeEducationbetweenChinaandAmeri00000Abstract:Nowadays,thepersonalqualityoftalentsiscriticalamidthefierceinternationalcompetitionenvironment.Tosomeextent,thecompetitionoftalentsisthecompetitionofnationalhigh-qualityeducation.Sotheideasandmethodologyofhighereducationwillaffecttrainingeffectiveness.ThisessayattemptstocompareuniversityeducationbetweenChinaandAmericainthesocialenvironmentandculturaltraditionandtermsofeducationalphilosophy,educationalmethodandlearningfields,analyzethereasonsforformingeducationaldifferencesbetweenthetwocountries,andthenproposetheenlightenmentforChinesecollegeeducationreform.SomeuniversityeducationalpracticesinUSAcanprovidereferenceforChinesehighereducationalreformwhichintendstobringupmoreindependent,adaptive,innovative,self-initiativeChinesechildrenintoday’scomplexsociety，andnotthehighscoreandfewintelligenceanymore.Keywords:Universityeducation;specialty;contrast;China;America0.IntroductionEducationisaprocessofteaching,trainingandlearning,especiallyinschoolsoruniversities,toimproveknowledgeanddevelopskills.Educationhasalwaysbeeningrainedpartofourlife.ThroughoutthehistoryoftheUnitedStatesandChina,peoplehaveexpressedastrongdesireforaneducatedcitizenry.Comparedwithothercountriesintheworld,ChinaandAmericaarethecountrieswhichpaygreatattentiontotheeducation.ItisclearthatstudyingaboutdifferencesofuniversityeducationbetweenChinaandUShascarriedoutalotwhichmainlyexplainedthedifferencesfromdifferentaspectsofhighereducationbetweenChinaandtheUnitedStates.Suchaspectsmainlyincludethesocialenvironmentandculturaltradition,universityeducationsystem.IntheIntegrationofthesedifferences,advantagesandevilsofbotheducationalsystemshavebeenevaluatedrespectively,andcorrespondingimprovementmeasureswerealsoputforwards.NowmoreandmoreChinesehighschoolstudentschoosetogototheUnitedStatestoattendcollege,whilespeakingofChineseandAmericauniversityeducation,manypeoplewouldimmediatelythinkofthesewordslikeexam-orientededucation,qualityeducation.However,thepubliclearnedaboutthesituationinAmericaneducationisoftenfragmented,vague,andtheconclusionsareoftenambiguousoreveninconsistent.1.ThestatusquoofChineseuniversityeducationThroughtherapidexpansionandtheadoptionofcompetitionprinciples,theuniversitiesinChinahadchangeddramatically,butalsoproducedavarietyofcontradictions.Duetocompetingwiththeworld,universityleadersneedtodoeverythingpossibletoimprovetheenvironment.Withtherapideconomicdevelopment,Chinesepeoplehavefoundanotherloomingproblem:highereducationisrelativelybackward.Ofcourse,Chinadoesn’tlackemphasisoneducationabsolutely.InChina,eventhemostpoorandbackwardplace,italsodoesn’tlosesightoftheimportanceofeducation.AfterthousandsofyearsofConfucianthoughtinfiltrationandemphasisoneducationhasbeenintegratedintotheordinaryChinesepeople'sblood.Toomanypoorparentsarewillingtopawntheirlastpants,andalsohopethatthechildcangetagoodeducation.However,apartfromsighingthat“parents'loveisuniversal”,canChineseeducationtakeontheirardenthope?Althoughparentswillspendhislastonecoppertoinvestthechild'seducation,unfortunately,theyarenotabletoselectandaffectsociety,eventhewholeeducationsystem.Afterall,educationisakindofinvestment,ithasnotagoodrunningsystem.Atpresent,thehighereducationinourcountryhasenteredapopularstage,whichisanimportantmilestoneinthedevelopmentofhighereducation.Wehaveachievedthepopularizationofhighereducationinthe“quantity”nowweshouldmakeaneffortinthe“quality”andthenstrengthenthehighereducation.Duetothelackofgovernmentinvestment,naturally,qualityisalsodifficulttoensure.Andasthelackofpracticalability,studentscan’tbeapprovedbythemarket;theyareoutoftouchwiththeneedsofthecommunityseriously.Thelackofvocationaleducationandtheblindexpansionoftheuniversityeducationisreallyanimportantreasonforcurrentemploymentdifficultyofuniversitystudents.Universityeducationhasbecomethemostunsustainableconsumption.Itisnotsurprisingthatsomeruralhighschoolgraduatesdon’twanttoenrollincollegeentranceexamination.JudgingfromthecurrentsituationofChina'shighereducation,thereisstillalongwaytogo.China'shighereducationmustbebasedontheoldsaying“Ittakestenyearstogrowtreesbutahundredyearstoeducatepeople”,IbelieveChinesehighereducationwillhaveabrightfuture.2.ReasonsanalysisfordifferencesofSino-AmericanuniversityeducationAsweknow,therearesomedifferencesinSino-Americanuniversityeducation.whatonearthcausessuchdifferences?Wewilldrawaconclusionfromanalyzingthesocialenvironmentandculturaltraditions.2.1SocialenvironmentTheAmericanuniversityismorelikeacitythanaschool.ThehighereducationsystemoftheUnitedStatesisnotsomuchaformalsystem,butaninformconfigurationofvariedinstitution.Thelargestbuildingsoncampusareusednotforclassroomsbutforathleticevents.It’sstructureiscomplex,itismademorecomplexbothbythenumerouspurelyAmericaninnovations.Itsuniversity’sorganizationinfivelevels:governingboard,thepresent,faculty,administrationandstaff,andstudents.TheUnitedStatesisanopensociety.Thesociety'sopennessurgestheAmericancollegetoabandonoldeducationalthoughtswhichEuropeantraditionaluniversitiesstickto,adopttheopenpolicytoabsorballadvantagesfromothercountriesandestablishesadiverseandopeneducationcontrolsystemwhichemphasizesontheactualeffect.Itisthebiggestmigrantcountrywhichhasverystrongcontainingnatureintheculture.Americaneconomyemphasizesonthepracticalvalue,matterrewardsaswellasindividualvaluerealizationwithfastdevelopment,richmateriallife,strongmaterialideaandetc.TheAmericanadvocatestheindependentwayoflifeandwork.TheAmericanownsfullcreativehumanitiesspirit,theinnovationistheforeversubjectintheirbrains.Theypursuethehigh-techandprefertocompete.ContrastingwiththeyoungUS,Chinaisthegreatnationwithglorioushistoryandculturaltraditions.Chinesehastheexcellentmoralofmodesty,rigorousandimplicit,butalsohasbeenovercautiousandconservative.ThoughChineseeconomyandtechnologyisquitebackward,ithasverystrongpotentialdevelopment.Therefore,Chinaimplementsthepolicyofopeningup,abundantlyabsorbsthebenefitandenrichesitself.2.2TraditionaleducationideaAmericanhighereducationwasconsideredasthebesteducationintheworld.ComparingtheelementaryeducationbetweenAmericaandChina,people'suniversalviewwillbe:China'selementaryeducationaimstobuildthefoundationofeducationwithmorestudyandlessthought;whileUS'seducationaimstobuildsuchaneducationtoraisethecreativitywithlessstudyandmorethought.NowChinesestudentsaregenerallyregardedastalentswithfewintelligenceandhighscores.Whatcausesforsuchaview?BecausetheChinesestudentsstudymore,actuallypaylittleattentiontothepractice,andcannotstudyforthepurposeofapplication.Therefore,itisveryimportantforChinesehighereducationtocultivatetheideaofunifyingthestudyandpractice.US'seducationpaysmoreattentiontoraisestudent'sself-confidence,independence,spiritofsupportingoneself,butChina'seducationemphasizesontrainingthestudentstobemorestrict,rigorousspirit.Obviously,Chineseeducationmayfruitfullydevelopandutilizethefunctionofcerebrum,butUS’shighereducationcouldexpandthefunctionofcerebrumbyutilizingandsynthesizingtheinformationoutside.3.ContrastofuniversityeducationsystembetweenChinaandAmericaTherearegreatchangesintheworld,buttherearealmostnochangesintheclassteachinginAmerica.WeneedtolearnsomethinggoodfromAmerica.3.1DifferentestablishmentofcurriculaandspecialtyThecurriculumforthebaccalaureatefromaliberalartscollegeusuallyrequiresaboutfouryears.Thefirsttwoyearsofundergraduateeducationareoftenreferredtoasthelowerdivision,whilethelasttwoyearsofbaccalaureatestudyastheupperdivision.Inmanycolleges,differentadministratorssupervisethetwolevels.Eachnationalhighereducationaseconomicsystem’sreflectionservesfortheeconomy;USeducationaimstoadaptforsocietydemand,theyexplicitlystipulatethreebigfunctionsincludingeducation’sservicefortheeconomicdevelopment,scientificresearchandteaching.Themanifestofserviceintheestablishmentofspecialtycurriculumistomeetthesocialneed,setupspecialcurriculumandspecialtywhichthesocietyneeds;InChina'suniversities,duringquitelongperiodoftime,theestablishmentofspecialtycurriculumlackschangesandcouldnotfollowsocialdemand.3.2DifferentchoiceofspecialtycurriculaAmericaneducationisgeneraleducation,itallowsyoutodevelopfreely,anditisthemostbasicrequirementsofeducation.Universityeducationisnotonlytoeducateacertainskill,buttogiveyouabroadperspective,thisisthecleardistinctionbetweenAmericaneducationandChineseeducation.Beforecomingtothecolleges,Chineseuniversitystudentshadalreadychosenaspecialty.Also,atthefirstsemester,webegantostudyspecialtycurricula.Moreover,Chineseuniversitycourses,specialtycurricula(includingcorecoursesandrelatedcourses)atleastaccountforover60%ofthetotalnumberofcourses.WhilethereisnoprofessionaldistinctionwhenenteringtheuniversityinAmerica,buttheyhavetolearnsomeofthepubliccoursesaccordingtocertainrequirements.Afterabroadereducation,thestudentscanbeablemoreclearlytounderstandthemselves,thesocietyandeventounderstandtheconnotationofthevariousdisciplines.Therefore,studentshavetheopportunitytochoosethespecialtytheyareinterestedinuntilthethirdyear,andgenerallytherewillbeanacademicadvisertoguide

thestudents.

Afterdeterminingthespecialty,thestudentsbegantostudythecourses.However,theproportionofProfessionalcoursesinallcoursesdoesnotexceed1/3ingeneral.Therefore,itisconceivablethatAmericanstudentshaveasignificantadvantageintheknowledgewidth,balanceaspects.Basichistorical,culturalandphilosophicaleducationcanatleastensurethatgraduatesarethepeoplewithbasicmoderncitizenshipspirit.Whilestudyinginthewiderangeofdifferentareasandnotinvolvingin-depth,makinggraduatestomaintaininterestinscience,soitisagoodstepping-stoneforhighereducationofpostgraduate.Soinordertoadaptthesociety,theAmericanuniversitieshaveestablishedmanyspecialtiesandcurriculumforstudents;thestudentschooseortransformspecialtiesandschoolsaccordingtotheirowninterestsandhobbies.TheAmericanhighereducationsystemisextremelydiverseandflexible,whichissolointheworldhighereducation.InChina,thestudentmaychoosethespecialtyaccordingtohisowninterestandhobby,butchangeofspecialtyintheschoolisnoteasy,andtransformationofschoolismoredifficult.3.3Differentstylesofinspectingstudents’resultsComparedwithChina,theAmericanstyleofeducationisquiteinformal.Actually,casualclassatmosphereoftenamazesinternationalstudents.Americanteachersencouragestudentstothinkforthemselves.InsteadofgradingstudentsonlyontestscoresinChina,Americanteacherevaluatepapers,groupprojectsandclassparticipation,aswell.Studentsoftenhavetothinkcreativelytosolveproblems–notjustmemorizematerialstofindtheirownanswers.Inthisway,itillustratestheAmericanemphasisonindividualresponsibility.WhenAmericanschoolinspectstheresultofstudent,theyemphasizemoreontheabilitytoanalyzeandsolvethequestionbutnottheabilityofmemoryordescription.TheAmericanstudentsdon’tneedthemechanicalmemorizing,butdisplaycreativethoughtasfaraspossible;Thiscancultivatestudent'sstudyinterest,raisetheabilityofdoingitbyselfandmakethestudybeonekindofcreativeaction.ManyteachersstilladoptedoldteachingwaysintheChineseuniversities,thustakeatestwhichneedsmechanicalmemorizing.4.ContrastofuniversityeducationbetweenChinaandAmericaTherearetoomanydifferencesinSino-Americanuniversityeducation,wewilldiscussfromthefollowingfourparts.Andhaveagoodunderstandingaboutthedifferences.4.1EducationalphilosophyInthepast50years,Americanuniversities,secondaryschoolsareconditionedbyDewey’seducationalphilosophy,themaintaskofschooleducationistopromotethefulldevelopmentofstudentsinnature,ratherthaninstillingknowledgetostudents;studentsshouldbeanactiveparticipantintheteaching,ratherthanapassiverecipientsofknowledge.UndertheinfluenceofDewey’seducationalphilosophy,Americanadoptakindofeducationwhichisprimarilyalifeeducationskills-focusoncultivatinglogicalthinkingability,analyticalabilityandcreativeproblem-solvingskills.ItisthesecondforStudentstoreceiveknowledge,butlearninghowtoacquireknowledge,howtouseknowledgeshouldbecomefirst.Purememoryandpassiveacceptingtheknowledgearenotimportant.Intheinformationage,suchknowledgewillsoonbeoutofdate.Themostimportantthingistoaccepttheknowledge,tolearntoanalyzeusefulknowledge,aswellastouseitcreativelytosolveproblems.InChina,studentspreciselylackinthisaspectbecauseofoureducationalphilosophyis“preaching,instructinganddisabusing”,whichfocusedonimpartingknowledgeratherthanability.4.2TeachingmodelsAmericanbasiceducationis12years,primaryschool5years,juniorhighschool3years,highschool4years.Itseducationisverypractical,itistodeveloppracticaltalentsforsociety.ThemodernizationofAmerica,mainlybeginfromthemodernizationofagriculture.EducationinthePeople'sRepublicofChinaisastate-runsystemofpubliceducationrunbytheMinistryofeducation.Allcitizensmustattendschoolforatleastnineyears.Thegovernmentprovidesprimaryeducationforsixyears,startingatagesixorseven,followedbysixyearsofsecondaryeducationforages12to18.Someprovincesmayhavefiveyearsofprimaryschoolbutfouryearsformiddleschool.Therearethreeyearsofmiddleschoolandthreeyearsofhighschool.TheMinistryofEducationreporteda99percentattendancerateforprimaryschoolandan80percentrateforbothprimaryandmiddleschools.ComparingwithChineseuniversityeducation,theuniversityundergraduateeducationalsotakesfouryearsintheUnitedStates,anditrequiresstudentstochooseaparticularspecialty.Inaddition,thereareessentialdifferencesintheSino-Americanuniversityeducation.Thebothsideshavethedifferentorientationsinuniversityeducationfunction.Justlikethename--liberaleducationexpressed,Americansbelievethatcollegeeducationisthemostbasiceducationforafreepeople,whichhelpstogrowintoaperfectpersonwithrationalthoughtcapacityandcriticalspirit.ButinChina,duetohistoricalandeconomicdevelopmentlevelsandmanyotherreasons,oureducationstillwasdefinedasprofessionaleducationwhichtrainedprofessionalsincertainareas.Thebiggestdifferencebetweenthetwosidesisthattheformer'sgoalistofosterperfectindividuals,tomakeitacompetentcitizenofacivilizedsociety;whilethelatter'sgoalistodevelopinflexibletalent.Duetobothsideshaveessentialdifferencesinrespectivegoals,soSino-Americanuniversityeducationinotherareas,therearealsomanyfundamentaldifferences.Thedifferencescanbereflectedintheprofessionalselectionandcurriculum.Chinaisadevelopingcountrywhichhasthepopulationof1.3billionwithfivethousandyearsofculture,whiletheU.S.isthemostdevelopedcountryoftheworld,whichonlyhasthepopulationabout300millionbarelywith200yearsofhistory.Therefore,enormousdifferencesoftwocountriesinnationalsituationareboundtomakethehugedifferencesandgapsinthefieldofeducation.Allthedifferencesexistednotonlyinbasiceducation,morefullyreflectedinhighereducation.TheConfucianIdeologyandculturemakesastrongimpactontheChina'seducationincludinguniversityeducation.Certainly,wecannotdenytheprofoundessenceofeducationalthoughtintheConfucianIdeologyandculture.Butweshouldseetherotewayofeducationinthat,ittoomuchemphasizesonthe“respect”toforcethestudentswithoutdoubttorespecttheteachers.Itdoesnotencouragestudentstocreate,anditdoesnotpayattentiontothedeficienciesofthephysicaleducation,etc.Moreover,allofthesedeficiencieshavelargelyaffectedthedevelopmentofhighereducationandrestrictedourqualityandleveloftrainingtalent.Ifwecanstudyfromthemodelofteachingintheclassroom,wewillclearlyfindthedifferencesbetweentheuniversityeducationinourcountryandtheuniversityeducationintheUS.Firstofall,let’stakealookattheU.S.universityeducation.Americanuniversitiesespeciallyemphasizeon“workshop”.Bothinundergraduateeducationandthegraduateeducation,discussingclasswhichmakesstudentshardlyattendlargeclassesisveryimportant.Evenifinthelargeclasses,aftertheprofessorsfinishedteaching,studentswillalsobedividedintogroupstoparticipateinthediscussionchairedbytheassistantofgraduate.Thenumberofthepeopleineachclassiscontrolledinordertoguaranteeallpersonstoparticipateinthediscussion.Inthiskindofdiscussingclass,teachersareonlycommentatorwhoneverstopaskingquestioninordertoguidediscussiontodeepen.Asaresult,studentsshouldnotjustlearnwithoutthinking.Becauseofthatyoucouldnotcreatenewthings.Studentsmakefulluseoftheircriticalauthority,creativeviewpointsandthinkingabilityonlywhentheyarestudying.Inadditiontothinkingofthemainpointsofviewandcontributionsofthisstudyandthepositivesignificance,wealsoshouldthinkaboutandfindtheauthor'sflawsanddeficiencies,andthenwecangetfurtherimprovement.JudgingfromtheChineseuniversityeducation,wealwaysimproveteachingefficiencythroughthewayofhavingclassesalltogether.Thusthereislittleinteractionbetweenprofessorandstudents.Inclass,professorusuallyteachsomethingspecialtyaccordingtotheirbooksandowninterests,withoutthinkingaboutstudent’sviewandtheabilitytounderstand.Fromtheviewofprofessor,itisimpossibletodelaytheteachingplanjustbecauseofstudentscannotbeunderstood.Onlyafewtimesofdiscussionhavebeenlaunched.butifastudentjudgethebookorarticlewithsomecharacteristicwordsorheisoverconfident,therewillbesomeonetakethatguyasastupidandwildlyarrogantperson.Everyoneisusedtofollowbehindprofessors.Wewouldratheraccepteverythingpassivelyfromourteachersorbooksbymeansofhavingtorespectteachersandwealwaysdon’tthinkandjudgebyourselves.4.3TeachingmethodsChineseeducationsectorhasrealizedthattheoldteachingmethodsandbegintoreform,theschoolencouragesstudentstothinkaboutissuesactively,andshowtheirenthusiasminclassteaching.However,therearestillalotofstudentstolistenpassively.ThisisrareintheUnitedStates,Americanstudentsandteachersliketoexchangeideasandtheyarewillingtoaskquestions,makecomments,andperformenthusiasticparticipation.Theteachingmethodsandmeansarevarious,theteachinginclassisthebidirectional,interactional.Mostcollegeinstructionoccursinlectureform.Inordertoensurethattheknowledgethusimpartedisunderstood,toallowtheraisingofquestions,andtomeasuretheprogressofindividuals,thelargelectureclassesarefrequentlydividedintodiscussiongroupof15to30students.Eachsectionledbyajuniorfacultymemberorgraduatestudentsmeetonceortwiceaweektodiscussandquestionthecontentofthelectureandassignedreading.Incollegesanduniversities,thesmallclassesarecommon,thefavoredteachingmethodinvolvesinformaltalksbasedonassignedandotheroutsidematerial.Studentshavemoreopportunitiestomakeimmediateresponseanddiscussion.Bothlargeandsmallinstitutionsareinvestigatingpeerteachingsystem,wherestudentslearnthroughstudent-to-studentdiscussionunderfacultysupervision.4.4LearningfieldsBeyondhighschool,Americanhavemanychancesforfurthereducation.Incomparisonwithothercountries,theU.S.hasnonationalcollegeentranceexam.Instead,privatecompaniessetexamtostudents.Universitiesdecidewhichtestsstudentsmusttake.Inadditiontotestscores,teachersalsoconsiderapplicants’highschoolgradesandotheractivities.Universitiesgivescholarshipsandfinancialaidtohelpmanystudentswhocannotaffordthehightuitioncosts.Studentswithlessacademicgoalsmayenrollinvocationalschoolsorcommunitycollege.Andalsotheycouldchoosethecoursesaccordingtotheirowninterest.ButinChinesehighereducation,itisdividedintodifferentdepartmentsaccordingtodifferentcoursesandspecialties.Theseprofessionalareasareverynarrowanditisunfavorabletothedevelopmentofstudents.IntheUnitedStates,inadditiontobasiccourses,studentsmaychoosecourseswhichheisinterestedin.Judgingfromtheteachingpointview,thestudentsintheUnitedStatesaremoreresponsiblefortheirownlearning.Theygetwellalongwiththeirteachersandshowsstrongdesiretocommunicate.Theybearstrongandactivesensetotakepartinclassroomteaching,theyalsohavegoodarrangementsforself-studyandselectthecoursestheyfeelinteresting,theyarethestudentswithstrongcompetitiveconsciousnessandalsoliketoaskquestionsforteacherwithouthesitation.ItisworthmentioningthatintheUnitedStates,teacherssetasidetimetomeetwithstudentsafterclass,teachersandstudentscantakethisopportunitytosharediscussions,whichalsogreatlyhelpedtobuildupaharmoniousteacher-studentrelationship.Thesearethepointswehavetolearn.5.OurenlightenmentfromtheAmericanhighereducationAsthemostdevelopedcountryintheworld,Americaneducationpresentsdiversity,multi-levels,flexibility,independenceandexplorationetc.However,comparingwithit,Chineseeducationexistsmoreorlessshortagesintheaboveaspects.SoweshouldlearnfromgoodqualitiesofAmericaneducation,whichwillgiveChinesehigheducationagreathelp.Duetothedevelopmentofscienceandtechnology,connectionsbetweenhighereducationandnationalpolitics,economy,science,culture,militaryrelationisdaybydaycloser.Thehighereducationisvigorousandupward,anditnotonlysimplyperformancesforthegrowthofquantity,butespeciallyhashadthehugechangeinthenature.Theadvancedlevelofhighereducationhasbecomethesymbolofnationalstrength.Nowadays,China'shighereducationisshiftfromthe“examination-orientededucation”to“qualityeducation”.Indeedwhatkindofeducationprinciplesandpracticestochooseisnotonlyrelatedtoqualityofeducation,butrelatedtothefutureoftheChinesenationandallyoungstudents’lifedevelopment.Thereformofhighereducationshouldrespecthistoryandnationalconditionswithcompatibleabsorptionandinnovation.Theindividualizededucationinthequalityofeducationisalsostressed.Theindividualizededucationseemstheindividualdevelopmentasthefundamental,discoverandtaptheexpertiseofeachstudentintheprocessofadvocatingandadvancingindividualizedteaching,fullyrespecteachstudent'sindividualvalueandacquisitionneeds.AdvancedmanagementconceptsandpracticesfromAmericanhighereducationhavebroughtalotofinspirationforoursuccessfulimplementationofindividualizededucation.Chineseuniversitiesshouldabandonthetraditionalconcepts,accordingtoChina'sdevelopmentofhighereducationtrendsandchangesintheworlduniversityexperiencesandlessons,andidentifyappropriatedevelopmentofitsownpositionandestablishourowneducationalgoals.Althoughinrecentyears,highereducationinChinahasbeenpromoting“innovationeducation",butitslevelandtheresultsarefarfromthedesiredgoal.6.ConclusionHowever,theAmericanuniversitysystemofeducationandChina’ssystemofeducationarestillfarfromperfect.ButweshouldclarifythedifferenceofuniversityeducationbetweenChinaandAmerica.Atthesametime,weshouldabsorbtheiradvantagestoprofitfromtheAmericanhighereducationsoastofasterthereformandthedevelopmentofourhighereducation.Thedetailedconclusionsarelistedasfollows:1.HigherEducationshouldestablish"people-oriented"educationconcepts2.Teachingmanageme