单项选择题
In 1949, when the People’s Republic of China was founded, China had just 207 higher educational institutions, and only 117,000 students. Today it has 1032 institutes, 3,021,100 students, and 402,500 teachers. Despite such progress, reforming China’s higher education is currently an issue of widespread concern.
Students in China’s middle schools learn how to achieve high test scores so they can attend colleges and universities. This learning continues throughout their college lives. The subject specialties at China’s higher educational institutions are divided carefully, with no cross - communication among the subjects. This has caused students’ knowledge to be restricted to their major subject.
Even though students study hard in the classroom, achieve high test scores, and solve academic problems easily, they lack creativity and a working knowledge of other fields. Many suffer a lack of character because such humanistic topics as morality and ethics are omitted from their studies.
In the hope of improving the moral awareness of its college graduates, China is reforming its higher educational system, adding more humanistic content to strengthen students’ individuality, humanitarianism and creativity. If successful, future Chinese college students will not only be experts in their fields, they also will have knowledge in a broad range of topics, respect the dignity and worth of all creatures, and care about the environment. The State Education Commission has finally decided to adjust college and university subject majors with the intent of increasing students’ exposure to the humanities. This will be an important reform in China’s higher education.
Another serious problem is that courses and textbooks at China’s institutions of higher learning are out of date and do not report the latest academic and scientific achievements. In 1996, 221 reforms on college course content were approved for agriculture, the liberal arts, science and engineering, medical science, finance and law.
The third problem is that the administration, management, enrollment and distribution systems at China’s educational institutions are holdovers from the planned economy, and were designed to support those economic conditions. As China transforms itself from a planned to a market economy, reform of these systems is needed urgently to support the demands of employers. In the past, China’s colleges and universities were managed by the State Education Commission and various Chinese ministries. This approach created a large number of single—field institutions. Since 1996, several reforms have been put in place, such as merging single—field institutions into comprehensive universities with broader subject majors, granting educational institutions more autonomy, allowing enterprises to help fund colleges and in return recruit graduates for work, transferring control to local administrations as a way to better serve local economic development.
A more mature higher education system is now taking a shape as China approaches the 21st century.
A．China’s Higher Education has been successfully reformed and is now ready to prepare students for the 21st Century.
B．There have been reforms to make the Chinese university curriculum broader, more up-to-date, and more connected with private business enterprises.
C．There have been reforms to make the Chinese university curriculum more specialized in areas of technology and science.
D．China’s Higher Education has great changes in the 21st Century.