The-Differences-between-Chinese-and-American-Educa

1TheDifferencesbetweenChineseandAmericanEducationAbstract:Educationisculture,anddifferenteducationsshowdifferentsocieties’culture;thegoodAmericaneducationsystemmaynotbegoodforChinesesociety.So,differenteducationhastofollowthesocietybackground.Inthisarticle,wecanseethedifferenceincurriculumandteachingaimsbetweentwocountry.Keyword:EducationDifferencesCurriculumAimsAsisknown,eachculturehasitsownfeature.ChineseculturehasmanydifferencewithAmericanculture,andwecanalsoseetheeducationdifferencesbetweenChinaandAmerica.InChina,mostofparentsalwaystoldusthatifwedon'tstudyhard,wecan'tenteragooduniversity,can’tgetagoodjobinthefuture,andcan'tleadapleasantlife...thelistisgoingonandon.Sothebiggestsignificanceforstudentsself-regulatedlearningistohelpthemgethighscoresinexaminationsandenterhigherlevelschools.Theirself-regulationcontainsmorenegativecontrol,suchaskeepingthemselvesfromplaying,sleepingand“insignificantbooks”thatarehelplessforexaminations.Althoughthequalityeducationisadvocatedformanyyears,Quality-orientededucationinwords,exam-orientededucationindeedsisacommonphenomenon.ButtheeducationalsystemintheUnitedStatesisdifferentfromtherestoftheworld,especiallyinscienceeducation,itemphasizesondevelopingthestudentscreativityandindividualism.BecauseAmericaneducationsystemoperateswithafreemarketspiritinamuchlesscontrol,morefreedomclimate.IbelievethisaspectoftheAmericansystemisitsstrength.ThedifferenceincurriculumMostAmericaninstitutionsofhighereducationmustcompeteforstudents.Marketfactorsforcecourse2organization,tobecenteredonstudent“customers”.Universitiesmustteachinastudent-sensitivemannerandofferagreatvarietyofcurriculumsthatwillattractasmanystudentsaspossible.Highschoolstudentshavetotakeaminimumsequenceofclassestoearnenoughcreditstobeawardedahighschooldiploma.Oftheseclasses,somewillbeincorecurriculum,suchasEnglish,mathematics,science,physicaleducationandsocialscience,whileotherscanbechosenaselectivesbythestudent.Theschoolacademiccounselorwillassistthestudentinmakingthebestsubjectchoicebasedoncollegeandcareeraspirationsandgraduationrequirements.ThedifferenceinteachingaimsInAmerican,Themajoraimsofscienceeducationincludetwoaspects.Oneisscientificliteracyamongthegeneralpopulation,theotheroneistrainingoffuturescientists.Asasciencestudent,hewillgetmuchchancetodeveloppracticeskillandtakethetheoryintopractice.Moreimportantly,thescoreisnottheonlystandardtoweighone’sability.Butitisanotherthinginchina.Onceyouseeteachersorparentspraisingtheirkids,infacttheyaren’tpraisingthekidsself-regulationortheirlearning.Instead,theyarepraisingthebackofself-regulatedlearning---gettinghighscoresinthelastorcomingexaminations.Chineseparentsparticularlyconcernedabouttheacademicperformanceofchildren,theonlyrequirementisthatconcentrate,calm,tositdowntostudy,andlearned.Weignorethechild'stalents,limittheircreativity.Asaresult,wecultivatetheso-calledtalentbutstifledgenius.AlthoughAmericanstudentsbenefitfromtheenvironmentandapplyself-regulatedlearningfavorably,theirlearningefficiencyisunlikelytocatchupChinesestudents.ThereasonisthatAmericanstudentstendtosettheirowngoalsthatcontainthecontentthattheywanttolearn.WhileChinesestudentstendtosettheirowngoalsforachievingsomelevelofsuccessonthecontentthoseteachersgive.Chinesestudents’goalofcontentmaybemorespecificanditiseasyforotherstoaccepttheirsuccess.That’swhymanypeoplethinkthat3ChinesestudentslearnmuchmoreknowledgeinbasiceducationphasethanAmericanstudentsdo.ConclusionThereisahugegaponeducationbetweenAmericaandChina,butwecan’tsaywhichoneisrightorwrong,becauseeachoftheeducationsystemisbasedonthedifferentbackgrounds,AmericaneducationshouldbefollowingtheAmerican’sculture,meanwhile,ChineseeducationhastofollowChineseculture.AgoodeducationmodelforChinaisveryimportanttothelearningprocess,andalsoisveryhard.ButthemostimportantthingweneedisthemoderneducationwhichisinternationalizationeducationsystemandlocalizationeducationsystemsuniteforChinaandAmerica,thisisalsowhattheeducationitselfneeds.Anyway,wehaveconfidenceandalsohavetheabilitytoimproveChineseeducation,thenourdescendantwillgetabetterlife.Andweshouldstraightlyfacetheproblemsoccurredinthepastyears,andpushChineseeducation“higher,faster,stronger”.References[1]《英美文化》贺相铸.云南人民出版社.[2]施茹萍.AGlimpsetotheDifferencesbetweenChineseandAmericanEducation——FromthePerspectiveofMichaelPhelps[J].海外英语,2011,07:370-372+391.[3]王婧.TheCross-cultureResearchbetweenChinaandAmericaonFamilyEducation[J].海外英语,2011,05:327-330.[4]LuoRuofei.AnalysisontheTrendandChangeProcessofPreschoolEducationSupplySysteminChina[J].学术界,2013,11:293-299.[5]瞿葆奎,郑金洲,程亮.中国教育学科的百年求索[J].教育学报,2006,03:3-11.[6]李涛.百年中国教育史研究高潮的回顾与反思[J].东北师大学报,2003,02:106-113.[7]石中英.20世纪美国教育哲学的发展[J].比较教育研究,2002,06:6-10.[8]叶赋桂.中国的美国教育研究三十年[J].比较教育研究,2010,07:9-15.[9]高书国.21世纪初美国教育发展战略特点评述[J].世界教育信息,2004,Z1:5-14.