第三课 中国的教育 一

Dialog (Jingyi and Anna Eating McDonald's)

• Setting: Jingyi and Anna are having a meal at McDonald's.

• Anna: Notices many children at McDonald's, wonders why it is so full, guesses Chinese kids like burgers, fries, and cola.

• Jingyi: Confirms fast food is popular in China but mentions another reason for the crowd.

• Anna: Asks about children with backpacks, questioning if they're elementary students, and notes it is Saturday.

• Jingyi: Clarifies they are likely in kindergarten and carry backpacks for extracurricular activities after meals.

• Anna: Inquires why they must eat at McDonald's.

• Jingyi: Explains it's not necessary but convenient because classes are on the mall's sixth floor.

• Anna: Asks why these classes are located in a mall.

• Jingyi: Answers with advantages such as space, parking, and fast food options, which allow parents to treat children after classes, aiming to cultivate diverse interests.

• Anna: Curious about the types of classes available.

Extracurricular Classes

• Class Options:

  • English, Mathematics, LEGO, Dance, Swimming, Martial Arts, Table Tennis, Calligraphy, Basketball, various musical instruments.

• Anna's Interest: Expresses keen interest in learning Chinese calligraphy.

Cultural Norms in China Regarding Children's Education

• Philosophy: Parents believe children must not fall behind from an early age, so they cultivate various interests early on.

• Consequences: Many children have learned extensively before formal schooling begins.

• Common Classes: English, Math, Dance, Piano, Table Tennis, Calligraphy are popular among parents.

Pressure on Parents

• Financial Strain: Parents face high tuition fees, often in the hundreds of yuan per month. This burden increases if multiple classes or children are present.

• Time Investment: Parents sacrifice personal time to help children with extracurricular studies, leading to fatigue from busy schedules.

• Logistical Challenges: Picking up and dropping off children becomes a task requiring assistance, often from grandparents, highlighting the shared responsibility across generations.

• Cultural Reflection: It's said that fostering a child's interests can necessitate the effort of three generations, emphasizing the pressures associated with educational competitiveness.