Comparative Study Of A-level,AP And CAP Courses

Education is a systematic project.All stages of education should be coordinated to improve the efficiency of the education system and promote better and fuller development of students.In view of the serious disconnection between senior high school and university education in China,drawing on the American Advanced Placement Course（AP Course）project,the Chinese Education Society and the Higher Education Press jointly launched the“Chinese Advanced Placement”in 2014.The"Chinese Advanced Placement Course（CAP course）"pilot project aims to promote the convergence of senior high school and university education and provide a variety of training and selection mechanisms for senior high school student in China.^[1]However,our country’s CAP course is still in the pilot stage,and it has not been able to promote the connection between our country’s senior high school and university education.Throughout the world,in addition to the AP course in the United States,the A-level（General Certificate of Education Advanced Level）course in the United Kingdom is also the world’s prestigious course for connecting senior high school and university education.The A-level course is regarded as a national course in the UK,and its course examination is equivalent to the college entrance examination in my country.The A-level examination certificate is an important reference for applying to British universities.To this end,considering more useful experiences to construct CAP course,the study will take A-level,AP and CAP courses as this research objects,systematically study the three courses,and use the literature analysis method,comparative analysis method and inductive analysis method,analyze and compare the characteristics and similarities and differences of several aspects of the three courses.In addition,in order to enhance the practical research of this article,this research also uses the questionnaire survey method to carry out data research on our country’s 2019 Nanjing CAP physics public welfare classroom,providing some practical support for the current status of my country’s CAP course teaching.This study is divided into six parts,namely the introduction;the basic situation of A-level,AP and CAP courses;A-level,AP and CAP course management institutions;A-level,AP and CAP course settings;A-level,AP And CAP course exams;summary.The introduction part of chapter 1 expounds the background of this study from the aspects of high school education and CAP course status in China.It summarizes domestic and foreign researches on A-level,AP and CAP courses;and summarizes the research content and the aims.In addition,the core concepts and methods of this study are explained.The second chapter mainly summarizes the basic situation and development history of the A-level,AP and CAP courses to understand the basic information of the A-level,AP and CAP courses.And draws enlightenment that our country’s CAP course should pay special attention to the link between senior high school and university education.The third chapter of the A-level,AP and CAP course management institutions,mainly introduces,analyzes and compares the management institutions of the three courses,and summarizes the similarities and differences of the three course management institutions.The similarities are as follows:（1）The management role of the university in the three course management institutions is obvious;（2）The independence and non-profit of the three course management institutions;（3）The division of labor and specialty of A-level and AP courses Organization management.（4）The management institutions of A-level and AP courses emphasize the high-quality development management of courses.The differences are as follows:（1）AP and CAP courses each have an independent authority,while A-level courses are managed by multiple management agencies and are led by the country as a whole.（2）In the course management of A-level,AP or CAP,the forms of university participation are different;（3）The management tendencies of the three course management institutions are different.Based on the above analysis,it is concluded that our country’s CAP course management should improve the composition of the CAP course management organization,build a platform for communication between senior high school and university,and focus on the enlightenment of the establishment and development of CAP course quality development institutions.The forth chapter mainly introduces,analyzes and compares the three course settings.Here,this research mainly studies the form,type and quantity of the course,and summarizes the similarities and differences of the three courses.The similarities are as follows:（1）Emphasis is placed on providing students with diversified curriculum choices;（2）Paying attention to learning basic courses;（3）A-level and AP courses adapt to global development and emphasize international exchanges.The differences are as follows:（1）The forms of course setting in senior high school are different;（2）The functional objectives of the curriculum are different;（3）The focus of the reform of the settings is different.Based on the above analysis,it is concluded that our country’s CAP course should establish an appropriate CAP course setting form,expand the type and number of CAP course setting,provide a variety of language courses,and promote the cultivation of international talents.The A-level,AP and CAP course examinations in chapter 5 mainly analyze and compare the course examinations system of the three courses.Here,this research mainly studies examination system,examination norms and content design,and summarizes the similarities and differences of the three course examinations.The similarities are as follows:（1）The results of the three course examinations are presented in different ways;（2）The ability examination requirements of the three course examinations are different;（3）The application forms of the three course examination results are different.The differences are as follows:（1）The results of the three course examinations are presented in different ways;（2）The ability examination requirements of the three course examinations are different;（3）The application forms of the three course examination results are different.Based on the analysis and comparison of the above three course examinations,it is concluded that China’s CAP course examinations should scientifically formulate the CAP course examination content requirements,consider converting the CAP course examination scores into a grade system,attach importance to standardization and fairness,and can reflect the characteristics of the convergence of higher and secondary education.The summary part of chapter 6 summarizes the comparison of the three courses above,and summarizes and enlightens the CAP course in our country.Mainly manifested in four aspects:first,the concept of the CAP course should be in line with the reality of China’s high school education,and can realistically solve practical problems;second,the CAP course management institution should provide a platform for all parties to communicate and have professional management ability;third,the CAP course should focus on embodying the link between senior high school and university education.The CAP course should be reasonably coordinated with the other senior high school courses;fourth,the CAP course examination should emphasize the investigation of specific key abilities and pay attention to students’self-expression and thinking.