英美教育的区别英文

A. 英美教育对比有什么不同

在英国可以边留学边工作，补贴很大一部分开销。美国的留学签证不允许工作（除非是在校内），但英国的却可以。英国留学签证允许学生在学期内每周工作20个小时，假期每周工作40个小时。英国的大学课程所需学时却大大短于美国等国家。这就意味着你花费更短的时间就可以完成相同的学业。英国的本科教育为3年，而美国为4年；英国的研究生教育只需1年，而美国需要2年。由于学年少，算下来攻读相同的学位，在英国留学花钱算是少的！

B. 英美教育制度的比较

英国教育体制简介

英国对所有五至十六岁的儿童实行强制性义务教育。就课程和学历资格而言，英国存在两种不同的体制，一种是英格兰、威尔士和北爱尔兰教育体制，另一种是苏格兰教育体制。

私立学校和公立学校
在私立学校体系，家长一般都要付学费；在公立学校体系，教育是免费的。公立学校通常不接收年龄十六岁以下的外国学生。

学龄前教育

私立学校和公立学校都提供学龄前教育。很多儿童在三岁或四岁时开始在幼儿园或小学的幼儿班接受教育。

预备教育

私立学校为五岁至十三岁儿童提供预备教育（或小学教育）。很多外国学生通常在七岁时以寄宿学生的形式入学。在十一岁或十三岁的时候升入私立中学学习。

小学教育

这是公立教育体系的一部分，为绝大多数英国儿童提供教育。儿童五岁时上小学，一般在十一岁时升入中学或学院。

中学教育

英国所有中学为学生提供教育直至他们年满十六岁，学校帮助学生准备普通中等教育证书考试或者同等水平课程考试。相当数量的外国学生在十一岁或十三岁时来英国上中学，其中很多人上私立寄宿中学。

十六岁以后教育

中学生在十六岁完成强制性义务教育以后，就可以合法地离开学校，开始工作。不过，大多数学生会以预科学生的身份进入预科学院或者延续教育学院，在那里学习中学高级水平考试课程或者同等水平课程。外国学生一般在这个阶段来英国接受教育，如学习中学高级水平考试课程，为在英国学习延续课程或上大学做准备。

十八岁以后教育

预科生一般在十八岁时完成中学教育。然后，大部分学生继续攻读延续教育课程或攻读高等教育课程。

延续教育(FE)
（包括职业课程和部分本科课程）
延续教育是指为年龄十六岁的中学毕业生继续提供的教育和培训。英国有六百多所公立和私立学院开设延续教育课程。这些学院开设的课程种类广泛，包括英语语言课程、某些普通中等教育证书课程、中学高级水平考试课程及其同等水平课程、职业课程、衔接课程以及部分本科生课程。

高等教育(HE)
（包括本科课程、研究生课程和MBA）
高等教育是指大学、学院及其他院校提供的本科以上课程教育和培训。英国有九十多所大学和五十多所高等教育学院。它们开设了多种多样的课程，大多数课程学习结束时可以获得学位或同等学历，研究生学历或工商管理硕士学位。

美国教育体制
[日期：2006-02-09] 来源： 作者： [字体：大 中 小]

美国的教育是先有教会和私立学校后有公立学校, 故传统的教育体制是地方分权制和公私并举制

美国立国时的宪法规定,联邦政府无权干涉各州的教育.1865年南北内战结束后美国开始感到设立中央教育领导机构的必要性。

1868年才在内政部中设教育总署, 也只是管理很少的联邦教育经费, 为各州的学校提供帮助和咨询,直到1979年才正式建立了联邦教育部. 各州的教育委员会和下属的地方学区委员会, 与基层学区委员会仍然分别掌握各地的教育大政,发展计划, 经费分拨等实权. 但联邦政府由于教育经费的不断增加和1958年以来几部教育大法(如<国防教育法中小学教育法天才教育法;成人教育法;等)的颁布实施,使中央政府的教育政策逐步渗透到州和地方, 对全国施加有力的影响.

教育既以全民为对象,并涉及到每个家庭和个人的未来,故教育既是国家的大事, 又是各州和地方政府及社会团体的大事,大家都把人力, 物力, 财力, 精力投到教育上,使形成教育多轨制,调动起多方面办教育的积极性, 运用市场经济的规律办" 三全"(全民,全面,全程)教育, 这是美国教育体制的最大特色. 这比单纯靠政府出资(单轨制)办学, 按计划经济规律去办教育有更高的效率和良好的效果.美国众多的社会团体(宗教, 工会,企业)和教育团体( 教育基金会, 协会, 研究会)对推动美国的教育改革起了巨大的作用,如天主教, 卡内基,福特,洛克菲勒等基金会,以其雄厚的资金和强大的舆论来推动教育的各项实验,教改, 科研及设立新专业,传播先进经验, 提出教育宗旨与政策建议等,其影响力和潜能往往超过政府部门.
美国教育的多元文化主义是美国教育的国策,多元文化教育是使多民族移民融入美国主体文化的最大途径. " 归化主义" 是用占统治地位的文化去压迫,消灭或混合别的文化.而" 多元文化主义" 则是把一国中的多种民族文化接受为特色的, 独立的成份, 在平等的基础上认同与互补.

美国文化教育的高水平也决定了美国在世界科技方面的领先地位。在美国人看来，人人都有接受教育的权利。美国的法律规定儿童6-16岁必须入学。美国的公立学校由政府税收支持，学生免费入学；私立学校多由教会支持。美国的学校按年龄阶段分为以下四类：
1.初级学校：1-6年级（6-12岁）
2.初级中学：7-8年级（13-14岁）
3.中学：9-12年级（15-18岁）
4.大学（学院）：一般为4年制（18岁以上），另有“研究院”或“专业学院”，为大学毕业学生从事研究而设立。

美国大学目前实行准学士、学士、硕士、博士学位制，分别代表本科和研究生两大类教育4级不同的学术水平。由于准学士学位只是读完2年初级或社区学院的资格证明，不是攻读学士学位的必经阶段，因此美国的学位制基本上还是3级水平结构。按学位性质，一般分为学术(研究)学位和专业(专科)学位两种。此外美国大学还颁授荣誉学位，此种学位并不反映学术成就，而是对予社会有杰出贡献者的承认。

美国的大学习惯上分为以下三类：
两年制学院，又称初级或技术学院，大部分为公立，多半为地方社区所举办，故一般称为社区学院。社区学院提供的课程有两类：一类为过渡性文理课程，相当于4年制大学的头两年，学生习毕可转入4年制大学继续深造；另一类为终止性职业技术课程，毕业生直接就业。社区学院颁授的学位是准学士学位。社区学院入学条件简单，不限年龄，亦无须通过入学考试；学习时间灵活，有全日、半日、周末、夜间课程的多种选择，还有寒暑假开设的假期班；修业年限较短，收费低廉，而且针对本地区需要开设课程，便于就业，因此日益受到社会各界的青睐。

四年制学院，大体有两类：一类是文理学院或文科学院。基本课程包括人文学(语言、文学、哲学、艺术、音乐、文化史等)、社会及行为科学(历史、地理、经济、政治、社会学、人类学、心理学等)和自然科学(数学、物理、化学、生物学、地质学等)三大领域。另一类是独立的专科学院，如机械学院、建筑学院、工程学院、音乐学院、师范学院等，主要提供专科职业教育。上述两类学院学制一般为4年。文理学院和文科学院向毕业生颁授的最普遍的学位是文学士和理学士，专科学院则授予专业学位。

综合性大学，综合性大学规模庞大、组织复杂、师资充实、设施完备，一般设有以文理学院为核心的若干学院，可修学位的课程除通常的文理课程外，还有工程与技术、商科、国际问题、卫生、教育、农业、家政、建筑、传播、新闻、图书馆学、旅馆管理等。大部分综合性大学注重研究工作，不仅拥有设备先进、实力雄厚的研究机构，也设有以向高校和社会输送教学和研究人才为双重使命的研究生院，因此这些大学又被称为研究性大学。此外，许多综合性大学还设有若干高级专业学院，如法学院、医学院、牙医学院、管理学院等。进入这些专业学院学习，往往需要有4年制大学的本科学历，学制通常为3-4年，时间长费用高。综合性大学颁授学士、硕士和博士3种学位。

自己整理下

C. 英美教育和中国的差异英文版！！

Differences between Chinese and Western Ecation
Most Chinese parents like to ask, “How old should be the best age for children to study overseas?” “Is the foundational ecation as good as China in other countries?” As the matter of fact, the argument about advantages and disadvantages between Chinese Ecation and Western Ecation is keeping on all the time. This question is also one major concern among those students who are considering going abroad. In order to find out the most suitable way for each indivial, we shall gather more information and compare both matters in China and foreign countries.

The basic issue of ecation is what kind of people we want to cultivate to be, and how to cultivate them. The concept of value, purpose of ecation and method of ecation between Chinese Ecation System and Western Ecation System are differentiated in many academic fields. Let’s have a look at this with 2 cases:

Darin Yokel is an art teacher from one primary school in Cincinnati, America; she is also a current student of Miami University. To be as one of the exchange teacher with Chinese, she came to Kunming, Yunan to have an academic interchange. Her objective is split into 3 parts, teaching Chinese students, communicating with Chinese teachers and independent training.

In Kunming, Darin found out that the painting skills of Chinese students are very good. One day, she gave out one topic which is called “happy festival” to her students, but all the students were drawing the same Christmas tree. At first she thought that Chinese students are friendly so when they met a western teacher, they drew the Christmas tree for her. But later she found that every Christmas tree those children drown are with the same batten. She looked closer, discovered that all the students were looking toward the same direction where one of the classroom wall. Then she realized that there was one Christmas tree painting on the wall which prepared by the school as the purpose of creating a suitable painting atmosphere for students.

Darin covered the painting on the wall and asked the students to create their own picture, to her surprise; she was so disappointed that once she covered the wall painting, the students could not draw a “happy festival”. Some students were scratching the head, some biting the pencil, some staring at each other, but no one knew how to start their work. With the intention of solving the embarrassment, Darin has to open the cover of wall painting.

There is another case far in America: one professor mentioned in his article that his son did research when he was in primary school form two. One day he came back from school and asked father to go to library, he said he is doing one research on whales so need to go and find information. The professor took his son to two libraries and borrowed more than ten books about whale. The little boy had finished his first research in his whole life on the topic of whale. It contained 3 pages and one cover with a picture of whale and sea. There were 4 tittles inside the report: introction, what do whales eat, how whales eat and the features of whales.

The professor said that this is the shortest and simplest research he has ever seen in his life; however this is the most interesting research he has ever read as well. The main concern here is not how much knowledge of whale the boy has learnt, but the process of doing the research. He concentrated so hard to gather information, read articles, identify points, write essay and so on. He was doing indivially and independently all through the procere. He totally used his brain to carry out every step, thus he has achieved much more knowledge and skills beside only whales.

And this kind of research practice is continuous improving, when he was in Form Two, his research is only collecting other people’s information. But when he reached Form Five, his research is moving into a further level of giving out his own ideas. Although his research is still in insufficient order or not so valid, his consciousness of creation is forming and improving.

The Darin’s case is really shocking, it illustrates two crucial points of Chinese Ecation System, one is emphasize too much on teaching but neglect the importance of capability, the other one is building up strong foundation but lack of high ecation. We Chinese think that students with sturdy foundation can receive further knowledge better. So most Chinese parents think that the primary ecation in China is more stable than those western countries, and western high ecation is more mature than China. If students can have the combine of two ecation system, students could become comprehensive. That is why more and more Chinese parents intend to send their children to foreign universities.

The second case shows that Western Ecation System encourages children to do research on their own. They believe that doing research can help children to analysis problems and solve difficulties by themselves. At mean while, students can practice what they have learnt in real work through the process of research. It is more effective than what we have been practiced in China, that students are studying for exams only while in primary ecation period. We are implementing 2 separate stages, learning basic knowledge in junior level and doing research in senior level.

What are the significant characteristics of both Chinese Ecation System and Western Ecation System? Let’s have a compare and discuss as follows:

Firstly, there are two basic concepts of ecation value, teaching and guiding. Teaching concept is commonly used in Chinese Ecation System which is base on textbook contents. Students learn knowledge through classes that are concted by teachers inside the classroom. Besides it is being used in Chinese family ecation; students perceive knowledge by listening to what the parents have told them and textbooks which parents ask them to read. This concept is well effected in raising so called “good student” who always abbeys rules and regulations, inheriting traditions and general habits. It resulted that Chinese primary ecation is with no doubt strongly-built, especially ring primary school and middle school period. That is also the reason why Chinese students can win scores of prize in Olympic competitions every year.

Guiding is the main concept of ecation wildly used in western countries. It emphasizes the rights and respects of children, which is base on a trust motion. Schools provide students with fulfilled self-management, support them to control themselves. At home, parents see children as one equal member of the family; they have identical ty and responsibility for the family. Western children have more freedom and private without much instruction; they are more persuaded by enlightening and leading. Westerners intend to offer children opportunities to develop themselves, discovering their potential specialties and abilities. They encourage children to study with interest under pleasure, doing what they want to do and trying the best they can. Thus western children are more responsible and confident; they have a higher grade of self-esteems because of the process of self-learning.

On the other hand, self-management does not only depend on students themselves, they do need guidelines from parents and teachers. Guardians should help students to build up sufficiency and strength, also observe their grown to correct any mistakes and weakness. Chinese Ecation System is good at demonstrating and building moral students always following traditional rules and regulations. But western children show more aggressiveness in personal development, they become the master of their own destiny. They are more ingenious and creative, therefore, the most percentage of Nobel Prize are achieved by western people. It is said that open self-learning system hast he advantage of cultivating top creators.

Secondly, the primary ecation in China is unilaterally seeking for the rate of upgrading since 10 years ago, meaning that they have comparison on the frank of students entering a higher level ecation. They rank students into 3 grads with their results, and divide schools into 3 categories. Schools recruit students within the same level of grades, so only those high scored students have the opportunity to enter famous school. As a result of this, some of the students who have lower scores may not have a fair chance to develop. Thus causes huge stress burden on both schools’ and students’ shoulders. Schools care about their reputation, certainly more pressure is given to the students. Students care about are afraid of discipline or elimination, with no choice, they have to tolerate the pressure. However, those high ecation properties such as colleges and universities still have a low percentage of students among all the citizens in China.

In an opposite situation, there are a high percentage of high-ecationed citizens. There are less entry battles in colleges and universities so that every student may have a chance to enter high ecation properties. They mainly emphasize the personal development skills of students and set creativeness as a major purpose of ecation. In their opinion, personal development is according to personal need and demand. Every one has their own character and ambition, ecate children toward their interest and specialty is helpful to discover their potential capacity and talent. It is not only for the need of personal development, but also good for social development.

Furthermore, parents always tell us that we should have the good manner of studying hard towards goals as a Chinese tradition. Most parents start teaching children simple calculating and writing when they are 3 or 4 years old. Almost every Chinese have the memory of being forced to Chinese ancient poems in their childhood. However, in the 21st century today, only reciting poems and textbooks, expecting high scores in exam, studying without other activities are evidently limited for the multi-changed diversity world. It is even harm for teenagers if dominate their life by studying only, because the ability of innovation is eradicated.

In western countries, people more look into children’s perceive abilities. In primary school, teachers conct classes in discussion and games. Students have little homework but more handwork, they are studying under pleasure. All the subjects in middle school practice the point system, exams are only a small part of course mole. Western students just have to keep sufficient attendance and points, they can graate easily. They have the opportunity to manage their leisure time, develop their interests. We could obviously find out that western people are normally more positive and easy going. They have various knowledge about life and nature which is out of textbooks, also they have better communication skills to getting along with different people.

Some people think that Chinese primary ecation is perfect; the only problem of Chinese Ecation System is in high level edification, so to improve our system just need to enhance higher level. It is actually an incomplete statement because human’s creativeness is nurtured since young. This nurturing must be continuous and mortified all the time. We should connect primary and high ecation levels with creativeness in sequence so as to cultivate our Chinese Nobel Prize Winners.

Bach to the previous question, most of Chinese parents think that high ecation in western countries are much developed than China, in contrast, China has a firm foundation ecation system. The combination of both systems can braise excellent talents; therefore they keep children studying in China until middle school and send them abroad for colleges and universities. On the other hand, if we give solid foundation to children in China, at the same time, we put their creativeness as one of the targets in a purpose. As a result of that, there is going to be more talented man when they are polished up overseas.

To sum up, Chinese Ecation System and Western Ecation System have their own advantages and disadvantages. Chinese emphasizes foundational knowledge whereas Western thinks highly of creativeness. If we could join two systems together, there is going be more Chinese performers on the 21st century stage.

D. 英美教育对比，有什么不同

英国的教育历史悠久，与美国教育相比更加的正统，适合学术研究。所以英国的大学相较于美国的大学更注重传统，英国学校的成立时间都很悠久，这些学校的传统和理念一代代传下来，传承到学生身上。美国学生一般有更多的自由，来支配自己的时间，有更多的业余生活可以培养创造力。还有一点就是，英国相较于美国来说，留学费用更低，研究生学业时间更短。

E. 英美教育体系的异同

找到一些，希望你能用得上。

内容摘要：特殊教育是人类教育事业的一个重要组成部分，与人类社会的发展、文化的繁荣、经济的昌盛紧密相连，而特殊教育事业的发展也是凸现人类社会文明进步的一个重要标志，也是体现人道理念的体现。本文通过对英美两国全纳教育研究成果的比较，从理论到应用两个方面来来比较其异同，并从英美国家全纳教育的发展来看对我国的特殊教育事业起借鉴作用。

关键词：特殊需要 全纳教育

一、关于全纳教育理论的出探：

随着人类对特殊教育事业的关注，特殊教育在今天取得了巨大的成果，而全纳教育就是在这个新时代的召唤下出现的一种教育思潮。它是在教育一体化运动与回归主流化运动的背景下人们提倡的一种新的教育理念。

但是，到目前为止，人们对全纳教育的界定有着不同的见解。英国学者布思认为：“全纳教育就是要加强学生参与的过程，主张学生参与就近地区的文化、课程、社区活动，并减少学生排斥的过程。”而澳大利亚学者贝利认为：“全纳指的是残疾学生和其他学生一起在普通学校中，在同样的时间和同样的班级内学习同样的课程，使所有的学生融合在一起，让他们感觉自己与其他学生没有差异。”因此，对于全纳教育，仁者见仁、智者见智，但全纳教育的目的是构建一个全纳的社会，在这个全纳的社会集体中，人人参与，大家合作，每个人都是集体的一员，人人都受欢迎。

二、 关于英美全纳教育异同的探析：

在国际教育一体化运动与回归主流运动的理念下，各国都大力关注特殊教育的发展，让所有有特殊需要的儿童走进主流教室、回到普通学校接受普通教育，让特殊教育从隔离走向融合。在次背景下，全纳教育走上了历史的舞台，而在次领域，英美两国对全纳教育的研究与应用都取得了一定的成果。

1、从英美两国全纳教育研究的相同方面来看，英美两国在全纳教育的研究方面都起步早，都注重从有特殊需要儿童身心发展的全方位来考虑，并能在特殊教育的实施中把理论与实践紧密相结合。

首先，英美两国都注重全纳教育与人权的相关研究。他们认为，受教育是每一个公民无论是普通的儿童还是特殊需要的儿童都应接受一定的教育，而不应排斥在教育之外或隔离起来，任何人都有受教育的权利。而英美两国在全纳教育的研究中都结合本国的国情、结合本国的政治体制，将全纳教育看作主要是人权问题。他们认为，因为残疾或学习困难而受到教育隔离就像因为种族和性别收到隔离一样，是违反人权的。同时，在全难教育的研究中，两国都考虑全纳教育与父母权利的关系，并能从法律的形式来保障。

其次，英美两国对全纳教育的研究都注意与法律相结合。一个国家的教育政策与法规在很大程度上影响教育的发展水平与民众的生活质量。英美两国政府以促进全纳教育作为本国教育发展的原则与目标之一，通过制定一系列教育法规与政策，积极促进全纳教育的发展，通过确立全纳教育框架，对全纳教育的发展进行指导与规范，并予以法律与制度上保障。英国从1976年教育法到1981年教育法再到1993年教育法，建立了一个系统的法律法规工程，对特殊教育确立了工作系统，有助于对学生接受特殊教育服务进行评估，促进了特殊教育的发展。美国自1975年以来的近30年中，政府有关特殊教育的立法就有十项之多，其中，从《所有残疾儿童教育法》《美国残疾人法》和《残疾个体教育法》这三个重要法令中，我们可以清晰地透视美国发展全纳教育的立法保障。因此，我们可以看出英美两国在全纳教育的研究与应用中都注重法律的保障。

此外，英美两国全纳教育都注重对有特殊需要儿童的课程设置、特殊学校教育经费的投入以及特殊学校教师的培训，从全方位的角度对特殊教育的发展服务。在课程的设置上，能根据特殊需要学生的不同需要制定不同的课程目标与教学目标，做到“因残施教”与“因材施教”的紧密结合，在教学中，采用多样化的教学方法，并能根据不同学生的不同需要，制定个别化教育方案，在普教与特教的融合中，注重儿童的心理训练；注重儿童的心理健康与人格的完善；注重对老师技能与知识的培训，反对对学生贴上标签，并能把全纳教育的研究成果应用于教学而很好的为学生服务。

2、从英美两国全纳教育的不同方面来看，由于英美两国的国情、文化的不同，在全纳教育的研究与应用中也存在着不同。

首先，英国在全纳教育的研究中，从教育一体化到全纳教育的发展，可以说，英国的全纳教育是在专业人员的发起下，在政府部门的大力支持下，在学校教师、家长社会成员的参与下，全面开展起来，重视理论与实践研究，而且在全纳教育的研究与实施过程中，进展较慢，而美国在全纳教育的研究与应用中，显然速度也较快，取得成果也较大。但美国全纳教育是一个逐渐融合的过程，经过了回归主流运动，一体化运动，第一代融合，第二代融合才全面形成全纳教育的理论体系。同时，美国人特别注重人权的研究，因此在全纳教育的研究与应用中，反对把任何一个有特殊需要的儿童排斥在教育之外，通过零拒绝、去机构化运动来实现特殊需要儿童的全部纳入。此外，英国在全纳教育研究中关于特殊儿童的评估与安置只注重对特殊儿童的鉴定，通过鉴定来安置在相应的教育机构，而美国在特殊需要儿童的评估、鉴定、安置的同时，注重无歧视性测量与增强学生的自信心，有利于特殊儿童的情感的发展。

其次，从特殊教育经费与特殊教育实施来看。英国对全纳教育的发展投入了大量的教育经费，但它是一种资助性的，通过标准基金、校外活动基金来支助有特殊需要的儿童实现特殊教育的权利，在全纳教育的过程中是一种有偿教育。而美国在全纳教育理论研究与实施中，采取了一种免费而适当的公共教育，他们认为残疾儿童所接受的公共教育必须是免费的、义务性的。接受特殊教育的残疾儿童应享有与正常儿童同等的待遇，教育经费由州、政府承担，而州与政府的承担比例也不同。但无论怎样，都不应对残疾儿童进行收费。

此外，英美两国在全纳教育的相关服务，实施的适当程度上也有所不同。英国的相关服务比较粗造，而是从宏观上去研究与实施，而美国比较细微，能从微观上注重服务，同时，英国在研究的进程中注重与国外的交流。

三、英美全纳教育的研究对我国特殊教育的启示：

我国是一个有着悠久历史的文明古国，仁善慈孝是我们中华民族的优良传统，而残疾人是我们的兄弟姐妹，我们有义务与责任为他们服务。因此，我们可以从英美国家全纳教育的研究中吸取有效的成果为我国特殊教育的发展起到借鉴作用。

首先，我们要在全纳教育的研究与应用中，注重教育的全民化与权利化，认识到接受教育是每个人应享有的基本权利，而不应把有特殊需要的儿童排斥在教育之外或拒绝任何一个有特殊需要的儿童接受相应的教育。

在特殊教育的研究与应用中，注重从法律法规上给特殊教育予以法律的保障。使全纳教育的研究、特殊教育的发展有法律可依，有法律法规的支持与保障。同时，应在特殊教育的实施中，结合本国国情和本国的教育水平，制定适合本国国情的特殊需要课程，注重对学生心理素质与技能的训练。

此外，政府应加大对特殊教育事业教育经费的力度投入，给特殊需要的儿童给予适当的教育经费补助，并逐渐过渡到免费教育。同时，对特殊学校的教学实施与教学设备给予经费支持，形成一个良好的社会、政府支持保障系统，在全纳教育的研究中，注重加强国与国之间的交流与合作。

四、结语：

特殊教育是一个国家文明的标志，是人类的一份重要的事业，也是充满人性与人文的教育关怀。而在特殊教育这片灿烂的天地中，有待于人们更多的开发、研究。而现今的全纳教育思潮就是一束美丽的花，它有利于特殊需要儿童的全面发展，有利于人类走向美好的明天。而实践也证明了全纳教育取得的丰硕成果，但在面对喜悦的同时，我们也要保持冷静的头脑，辨证的、全面的看待全纳教育的走向与实践应用，使特殊教育事业如同锦上添花更加光彩夺目。

F. 英美教育相同点的英文文章

Anglo-American philosophy of ecation.
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to the different levels of learning ability and economic conditions, international,
flexibility (various nature school is the ecational system in the United States
reflected in the ecation meet the needs of different target, no uniform
ecation system) the characteristics of the country, the U.S. Department of
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of people's needs, to ensure ecational equity and equality of opportunity, but
also to meet and give full play to the different ecation personality
characteristics of the object, so that ecation is full of vigor and vitality.
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improve the ecation system. It has a strict quality control system, the major
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G. 英语国家概况美国教育和英国教育的区别

在 美国，16-18岁之前必须在学校就读。现在许多州要求必须就读到18岁。有些州只规定必须就读到14岁。学生可以进入 公立学校， 私立学校或 家庭学校就读。在多数公立和私立学校，教育分为3级水平： 小学、 初中和 高中。
在 联合国的一个21个国家的教育索引中，美国得分为99.9，排名世界第一。7660万学生在16个年级就读。其中，在 义务教育阶段，有520万人（10.4%）在私立学校就读。在该国成年人口中，有85%达到中学毕业，27%获得 学士学位以上学位。根据2002年美国人口调查局统计，大学毕业年收入平均为45,400美元，超过平均水平10,000美元。该国15岁以上人口的 识字率为98%。
英国教育体系一般分为五个阶段：

第一阶段
3岁到5岁的幼儿园教育；

第二阶段
5-11岁的小学教育；

第三阶段
11岁-16岁的中学教育。5岁-16岁为法律规定的强制教育阶段。适龄儿童必须入学，由国家负责必须的学费、书籍和必要的供应。

第四阶段
16岁-18岁是中学高级班（或大学预备班），为中学至大学的过渡期；也称继续教育阶段，主要是学术方向和职业方向学习。
完成预科的学生主要参加普通教育高级考试（general certificate of ecation，advanced level，简称GCE-A level），而职业技校的学生除了要参加GCE-A level考试外，还要参加普通国家职业资格考试（General National Vocational Qualification,简称GNVQ）

第五阶段
大学教育。一般从18岁开始，读本科需要3年-4年（医科为5年），可取得学士学位。硕士通常为1年-2年，博士为3年-5年。

H. 英美教育对比，英国教育的优势有哪些

各有优点吧，美国是一个开放性和包容性非常广的国家，所以美国的教育相对而言也更活泼自由。但我觉得英国更好一些，虽然英国属于传统的欧洲国家，但在教育方面相对而言会更加的严谨、正统，英国的教育和文化氛围相比较美国会浓厚不少，在教育阶段英国的学生也会更专注于知识的接受和学习，学校会帮助学生树立正确的学习方式及思想道德观念，而美国的教育更为轻松、活泼，学校在学生三观建设方面会比英国的教育要弱一些。