Türk ve Çin eğitim ve öğretim sistemleri üzerine bir karşılaştırma
Özet
Comparative education is a field of study, which evaluates national education systems with reference to political, social and cultural factors. It is a disciplinary branch, which helps define the similarities and differences between educational systems in different countries, as well as explaning facts that look identical and offering useful recommendations related to educational applications. As the fundamental objective of education, it is necessary to improve the related country in fields like science, culture, bayindirlık, as well as improving its talents in every field possible, thus establishing a sound, unchangeable, and positive character for the future generations. Education in general has two significant functions. First is to establish a continuity through conveying national culture and fundamental values to the coming generations, whereas the second is ensuring the improvement and modernization of the society by means of improving the knowledge, behaviour and skills of the individuals comprising the society. In case the first principle is not realized, the continuity of the nation might be in jeopardy since a disconnection between the generations would take place. Whereas, if the second principle is not realized, the nation lags behind the other nations, as well as its entity would fall into jeopardy since it will also lag behind change and innovations. In this context, every country need to have a specific education policy as well as an education strategy connected with this policy for that policy to be successful.In this thesis study, comparison of both countries? (Turkey and China) educational system were compared. Then, the compulsory education systems of the two countries, in terms of their teaching grades and curricula, were compared through statistical criterions of Educational Sciences. Finally, the elements found to be problematic, as well as the differences and similarities of the systems of the countries were researched. Renovations were carried out in the secondary school systems of Turkey and China recently. As a result, a systematic renewal can be observed when the former and new education systems of the two countries are compared.In the recently constructed compulsory education system, secondary schools faced problems such as insufficiency of physical capacities due to both the increase in the number of students and also a lack of subject matter teachers. Education system is not only a device for a society to rebuild its culture it also has a significant role in aiding the society in keeping up with the latest social, political, and economic developments, in other words, in sustaining the existence of the society. The aspects of Turkish education system, which do not conform to the scientific criteria, as well as those which are not obserbed in other systems, are considered as the possibly problematic aspects. It is necessary to determine the problems that have arisen as a result of the application of the new systems, be it either 8-year or 9-year compulsory education, and define ways of solution for these problems, and finally, solve these problems as far as possible. It is the students, teachers and managers who are affected before all from the problems faced in the secndary schools. As a result, the teacher education programs in the education faculties are examined.