TheDifferencesBetweenChineseEducationandAmericanEducation优选.docx

TheDifferencesBetweenChineseEducationandAmericanEducation优选.docx

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TheDifferencesBetweenChineseEducationandAmericanEducation优选

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TheDifferencesBetweenChineseandAmericanEducation

System

IhaveonceseenareportaboutforeignersgoingtocollegeinChina.ThereportpointedoutthattheforeignersdidnotunderstandandreceivetheChineseeducationpattern.TheythinkthatChineseeducationcaneffacestudents’creativityandenthusiasmforlearning.Inmyopinion,thecasecanappearbecauseChineseeducationisdifferentfromAmericaneducation.

whenchildrenshouldbespoiled,childrenwouldhavebeenforcedtolearnpiano,dance,drawing,andEnglish.Childrenlosetheirsimplicity,thecuriosityaboutinterestandchildhoodjoy.Childrenareonlyarrangedtodowhatparentswantthemtodo.However,Americansupportsprofessionalskills.Theythinkthatitisgoodtheirchildrenhaveapersonalstrength.Inelementaryschool,childrencanlearnhowtoplay;inmiddleschool,childrencanfoundtheirpersonalstrength;andtoseniorhighschool,childrenmustbesuretheirroads.Incollege,childrencandeveloptheirprofession.

Inadditiontobasiceducation,mostpeople’sopinionarethatChineseeducationisforfoundationeducation,andAmericaneducationisforthecultivationofstudents’creativity,butitcanletstudentslearnmore.Chineseeducationfocusesontheknowledgetoaccumulateandindoctrinate,onhowuseandmanagetheknowledgetheylearnedinschoolisnottaught.Reversely,Americancaremoreabouthowstudentsuseknowledgeinsociety.

Mostimportant,theireducationstyleisdifferent.Chineseeducationstylecanbecalled“Exam-orientedEducation”.Atschool,theclasscadenceisalwaysdominatedbytheteacher.What’smore,thescorecandeterminestudents’everything,includingyouaregoodorbad.Americaneducationstylecanbecalled“Quality-orientedEducation”.Itcultivatesthecreativityandabilityofstudentssothattheycanmeettheneedsofsocietyinthefuture.

Comparingbetweencountriescanmakeushaveaclearopinionaboutwhatweshouldimprove.ItisessentialforourChinesetoadoptsomegoodeducationmethodsfromothercountries.IthelpstoeducateourchildrentobeapersonwithhighIQandEQ.

---【AComparativestudyoneducationinAmericanandChinese】

ChineseandAmericanstudentshaveverydifferentbehaviors,waysofthinking,andstudymethod.Also,teachersinthetwocountrieshavediverseteachingstyle.Moreover,educationmanagementintwocountries’schoolistotallydifferent.Thedifferencesarenotonlyabouttwocountries’disparatehistoryorlanguage.Themostimportantistwocountries’differenteducationsystem.ChineseandAmericaneducationisdifferentbecausetwocountrieshaveverydifferenteducationalpolitics,economicandculturalsystems.

Firstofall,differentpoliticsmaketwocountries’studentshavedifferentgoalsofstudying.Chinesestudentsalwaystryhardtogetagoodscoreonthetest,butAmericanstudentswanttodiscoversomethingbythemselves.InChina,YinandYangalmostknowsbyeveryone,evenfamousintheworldnow.However,LI（2004）said,ChineseeducationonlyhasYin,thereisnoYang.Everyoneevaluatestudentsbytheirtestscore;parents,teachers,companies,evenstudentsevaluatewhoisgoodstudentsbyscore.Sostudentsallfocusonthetextbook,trytomemorizeeverythingfromthebook,andthengetagoodscoretomakeeveryonehappyincludethemselves.Iftheycanhaveagoodscoreattheendofhighschool,thentheycangetinaprestigiousuniversity.Asaresult,theydonotneedtostudyhardintheuniversity,stillcangetagoodjobwithahighsalarywithoutpracticalexperience.

However,Americanstudentsaretrainedbypracticalwhentheyareintheelementaryschool.Studentsdolabhomework,groupworktofindouttheanswerbythemselves.Theprogressforcesstudentstoexploretheirpotentialabilities.ThatiswhyAmericansarekeepinginventingnewtechnology,suchasApple,Microsoftandmilitaryweapons.ItisoneoftheimportantreasonsthatAmericanisthemostpowerfulcountriesintheworld.HereisasharpexampleisofdifferentbetweenAmericanstudentsandChinesestudents.

ChinesestudentsconsistentlyoutperformAmericanstudentsinacademicachievement.IntheThirdInternationalMathematicsandScienceStudywhichtookplacein1995.StudentsinHongKongscoredfourthplaceintheinternationalrankings,whiletheU.S.studentscoreswerebarelygoodenoughtoearnthemtwenty-thirdplaces.AstudyconductedbyStedmansuggeststhatpoorU.S.performanceininternationalassessments,liketheThirdInternationalMathematicsandScienceStudyin1995,isanillusionthatiscreatedbysamplingbiasesandthedeceptivenatureofrankings.Thisstudyarguesthatinternationalachievementdifferencesaresmall,andshouldbeoflittleconcerntoU.S.educatorsandpolicymakers.Inaddition,theresultsfromStedman'sstudyconcludethatU.S.readingachievementisamongthebestintheworld,andthatyoungstudentsintheU.S.oftenscorehighonsciencetests.StedmangoesfurthertocriticizethemediafortheinsufficientattentiontheyhavepaidtostrongacademicperformancesintheU.S.

Secondly,AmericanandChineseculturedeterminesthemethodofteachingandstudying.Moreover,teachers’educationbackgroundsareimportantonthemethodofteachingandinfluentstudents’studying.Chineseteacherspushstudentstostudy.Althoughteacherswonderedandworriedaboutmanythings,buttheywerecomfortableinthethoughtthattheywerequitegoodattellingstudentswhattheyneededtoknow.Teachersalsonoticedthatsomeolderteachersseemedverygoodatyellingattheirstudentswithjusttherightwordstomakethemtodotheirwork,sotheytriedafew.Thestudentsbegantoworkharder.Therefore,theythoughtofissimple.However,thewaytheyareteaching,studentsarenotsupposedtoliketeachers,buttheystillstudyhard,thentobeagoodteacheraswell.Thatmeanstheycannotdowhattheywant,sonoonecanreallycreateorinventsomethingnew.InChina,ifastudentishavingdifficultygraspingconceptsinmathclass;theteachermayaskthestudenttocomeinfrontoftheclasstotrytosolveaproblemsothattheteacherandotherstudentscanhelpthestudenttocorrecthisorhermistakes.Ifthestudentneedsadditionalhelp,hewillstayafterschoolandworkone-on-onewiththeteacher.Thestudent'sparentswillalsobeinvolvedandwillhelphimwithhismathhomeworkwhenhegetshomefromschoolandontheweekendsaswell.

Onthecontrary,Americanteachersalwaysmotivatestudentstofindoutanswerbythemselves,anddevelopstudentsowninterests.So,studentsfeelmorerelaxbecausetheygetknowledgefromthegameorpractical.Forinstance,Americanstudentsalwayschoosethecoursetheylike,andsittogethersodiscussthequestions;theyhavedifferentideastosharewitheachother.Someofthemcanfindeasierwaytosolvetheproblemthenthetextbook.

IntheU.S.,teachersarepreparedinfour-yearcollegesanduniversities.Manyoftheseinstitutionshavedepartmentsorcollegesofeducationwhoseprimarymissionispreparationofteachersandotherprofessionaleducators.TheU.S.patternofteachereducationdiffersfromthatofsomeothercountrieswherethereisasharpdistinctioninthepreparationofprimaryandsecondaryschoolteachers.Inthesecountries,primaryteachersarepreparedinuniversities.WhileU.S.teachershaveabachelor’sdegreeasaminimumrequirementforentryintotheprofession,thisisnotthecaseinChina.Nevertheless,inChina,inordertobecomeateacher,itisnecessaryforsenior-middle-schoolteacherstobegraduateswithtwoadditionalyearsoftraininginaprofessionalinstitution.Primary-schoolteachersneedtobegraduatesofsecondaryschools,notinauniversity.

Finally,baseontheregime,ChinaissocialismandAmericaiscapitalism,sotheyhavedifferenteducationsystem.thePeople'sRepublicofChinaCompulsoryEducationlawtookeffectin1986maderequirementsanddeadlinesforthepublictoreceiveafreeeducation.Thelawguaranteedschool-agechildrentotherighttoreceiveanineyeareducation;sixyearsofprimaryeducation,andthreeyearsofsecondaryeducation.Further,theStateCouncilcreatedabillthatmadeitillegalforanyorganizationtoemploychildrenbeforetheycompletetheirnineyearsofpubliceducation,andfreeeducationforstudentsthatcomefromfamilieswhohavefinancialdifficulties.

IntheUnitedStates,childrenarerequiredtoattendschooluntiltheageof16-18,dependingonthestate.TherearethreetypesofeducationthechildrenintheU.S.receive:

public,private,andhomeschools.Thelargemajorityofstudentsattendpublicschoolsinceitisfree,asopposedtoprivateschools.Privateschoolsoftenaffordstudentstheopportunityforahigherqualityeducation,butformanypeopleintheU.S.,privateschoolsarenotconvenientand/orparentscannotaffordtosendtheirchildrentoprivateschools.

Inconclusion,Globeisbecomingaglobalvillage.Frequently,atgatheringsofpeopleinterestedinthesamefield,thereusuallyhasbeenamixtureofsocialstudieseducatorsandinternationalstudents.However,ChineseeducationandAmericaneducationstillhavehugedifferent.Bothofthemhavestrengthsandweaknesses.Theyhavetokeepfindingthebetterwaytoreformtheeducationsystemconsideraboutculture,policyandteachingskills.

-----【ComparisonofChineseandAmericanEducation】

TheChinaandAmerica’seducationhasextremelydifferenttraditional.

China'seducationpaysmoreattentiontotheaccumulationofknowledge,