Differences Between Chinese and Western Education Recent attempts to introduce cooperative learning (CL) into English as Foreign Language (EFL) teaching in China have aroused a great deal of comments and debates. Whereas some have emphasized the value of adopting CL in China (e.g. Aibin, 2009; Lee Hui, 2009), others have noted the importance of Chinese traditional education (e.g. Harvey, 1985; Ting, 1987; Sampson, 1990). Why is "the implementation of the cooperative learning" in China so frustrating? Differences between Chinese and American culture is the cause, one of the most important reasons of Sino-Us cooperative learning differences. Different cultures bring different forms of education. According to Slavin (2006), culture refers
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A Chinese saying goes “ Respect your teacher as your father.” This is the type of relationship between Chinese students and teachers. Teachers in China are given more respect than teachers in the U.S. The relationship between Chinese students and teachers is quite formal. The teachers and students only have teacher-student relationship, and they cannot become good friends. Zhang (2012) mentioned in his research in this way:
In the Chinese classes, lectures are often rigid, and some teachers read information from the book directly, and there are no questions, and no answers in the classroom. So the classroom’s atmosphere is not active. For example, in calculus class, an old teacher just reads the book all the time, which boring us so much, and the teacher bored too (p.5).
American classes are quite casual and open. American teachers need not be formally dressed up in class and are often called by their first names by their students. American students can speak out in class, and even do not need to raise hands. Sometimes students argue with their teachers in class, give teachers suggestion on things that need to change, or even criticize …show more content…
Regarding students’ characteristics, three words can be used to describe Chinese students: organized, passive, unconfident. Chinese students want to learn practical knowledge in an organized environment, while American counterparts prefer a more imaginative school environment. Chinese students always want to be sure of the correct answers (Ballard, 1989) because they received that kind of teaching since they were young. For example, in kindergarten, when the teacher draws a circle and asks the students what she draws, the students might say, “It’s a candy; it’s a cave etc.” Then, the teacher may say, “No, no, no, you are wrong. It is a circle.” This way of teaching not only weakens the students’ confidence, but also kills their creativity. Growing up and learning in this environment, Chinese students tend to be silent and
A Chinese saying goes “ Respect your teacher as your father.” This is the type of relationship between Chinese students and teachers. Teachers in China are given more respect than teachers in the U.S. The relationship between Chinese students and teachers is quite formal. The teachers and students only have teacher-student relationship, and they cannot become good friends. Zhang (2012) mentioned in his research in this way:
In the Chinese classes, lectures are often rigid, and some teachers read information from the book directly, and there are no questions, and no answers in the classroom. So the classroom’s atmosphere is not active. For example, in calculus class, an old teacher just reads the book all the time, which boring us so much, and the teacher bored too (p.5).
American classes are quite casual and open. American teachers need not be formally dressed up in class and are often called by their first names by their students. American students can speak out in class, and even do not need to raise hands. Sometimes students argue with their teachers in class, give teachers suggestion on things that need to change, or even criticize …show more content…
Regarding students’ characteristics, three words can be used to describe Chinese students: organized, passive, unconfident. Chinese students want to learn practical knowledge in an organized environment, while American counterparts prefer a more imaginative school environment. Chinese students always want to be sure of the correct answers (Ballard, 1989) because they received that kind of teaching since they were young. For example, in kindergarten, when the teacher draws a circle and asks the students what she draws, the students might say, “It’s a candy; it’s a cave etc.” Then, the teacher may say, “No, no, no, you are wrong. It is a circle.” This way of teaching not only weakens the students’ confidence, but also kills their creativity. Growing up and learning in this environment, Chinese students tend to be silent and