What's the difference between China class and American class?

The distinctive features of classroom education in the United States and China are as follows:

1. The overall impression of classroom education: interest, scattered but distracted tasks, discipline and uniformity.

The overall impression given by American primary and secondary school classrooms is that attending classes is like holding a seminar. Students often participate in activities in groups, speak actively, and often talk and laugh in class. However, the seemingly scattered classroom teaching is actually "scattered in shape but not scattered in spirit".

Students are in a state of excitement in class, and people keep asking questions, and teachers or classmates can answer every question. In the process of discussion, students can grasp the topic of their peers at any time to continue, and the teacher will observe and guide them. During the lecture, if students have any questions, they can raise their hands at any time and the teacher will answer them in time. Students choose their favorite courses according to their interests. In their view, learning is very interesting.

The walls around the classroom look "messy" and are covered with all kinds of materials, such as class schedules, teaching charts, pictures, operating procedures, important knowledge tips, learning methods, philosophical slogans, famous sayings, formulas, concepts and so on. There are also handmade works of students' collective activities in the classroom. The classroom is an omni-directional three-dimensional "decorative layout", even the inside and outside of the classroom door and the blackboard are not spared. Personal photos, names and group photos of each student, as well as photos of teachers and family members are posted on some positions on the wall or door.

In primary and secondary schools in China, people often get the impression that students are dressed in neat school uniforms, sitting in a very crowded classroom seriously, teachers are chattering, students have to copy a lot of notes, and the classroom is disciplined. The classroom walls are basically bare, and the classroom is clean and tidy. The courses offered are all compulsory courses. For students, learning is an arduous task that must be completed.

2. Different characteristic classes: small class teaching and large class teaching.

Small class teaching is a major feature of American classrooms. Generally, the number of students in each class is no more than 30, and a class with about 25 or even more students is considered as a "large class". American classrooms look like a combination of laboratories and teaching classrooms in China. Near the classroom wall, there are large experimental tables connected together, and there are commonly used teaching AIDS and some basic instruments on the experimental tables. Generally, there is also a cabinet on the wall for books, materials and the like, which is full of props for students' classroom activities. There are desks and chairs in the center of the classroom, which are placed in groups, in no particular order. The classroom is equipped with modern teaching equipment.

Americans look at the basic education classes in China, which are all "oversized classes". Tables and chairs are arranged neatly, and the distance between tables is very small. Except for special classrooms, experimental instruments and teaching tools are generally not placed in the classroom. The classroom is purely for teachers and students. Except for some key middle schools and schools in cities, modern teaching equipment with complete equipment or high utilization rate is rarely seen in classrooms of other schools. It is hard to imagine how many innovative talents with strong hands-on ability and innovative ability can be cultivated in such a classroom.

3. Students' learning styles: cooperative learning and autonomous learning.

American education not only attaches importance to students' cooperative learning in class, but also emphasizes students' cooperative learning outside class. While allowing students to think independently, students are encouraged to cooperate with each other inside and outside the classroom to complete a task. Emphasize the collective strength of groups and teams, and give play to the role of teams. Pay attention to cultivating the ability to cooperate with others and advocate improving yourself through cooperation. For example, the teaching practice of normal students in the classroom is often completed in groups of 2-4 people. Many teachers assign homework to several people. While thinking independently, advocate sharing others' good ideas and suggestions. Pay attention to communication and attach importance to other people's different opinions. Attach importance to the knowledge and information obtained by others from different channels. Respect the fruits of others' labor, and be good at encouraging and appreciating the work of peers and companions. Students' learning is often active and independent.

China's education pays too much attention to students' learning in class, but ignores students' actual learning in so-called "informal learning occasions" after class. In classroom learning, students are required to study independently, teach themselves and finish their homework independently. Peer learning is conservative, mechanical memory is more than hands-on and understanding, and learning is often passive.

4. Students' expressive ability: eloquent and inarticulate.

American education has always attached great importance to students' expressive ability. This expression ability mainly includes language expression, written expression (such as oral expression and writing ability) and behavior expression (such as performance ability and hands-on ability).

In primary school, the school offers oral English, reading, writing and communication courses. Students often discuss and speak in groups in class. In order to facilitate students' discussion and exchange, the class adopts the form of group round tables, and teachers patrol between groups to answer questions at any time and guide students' study. Students' experimental results or handmade works generally need to be shown to everyone by oral expression. Therefore, it is not surprising that their language is fluent, eloquent and natural.

The training mode of exam-oriented education in China often ignores the training of students' various expressive abilities, and teachers often perform monologues in class. Communication and discussion are very challenging for both teachers and students. Because the teacher is worried that the classroom will waste time and affect the teaching progress. Students are afraid of being laughed at by other students when they make mistakes in answering questions.

5. Students' study time: half a day, full day.

American primary and secondary schools generally start classes at 8: 30 in the morning, with each class lasting 45-55 minutes and a break of 5- 10 minutes. Lunch is only about 40 minutes, no lunch break. Middle school students leave the campus after school at 3 pm. Students don't have much homework. Homework is mostly group activities or social practice with classmates. Students seldom work overtime at night in their daily study. Students never make up lessons on Saturday, Sunday and holidays. So American students seldom wear glasses.

Primary and middle school students in China usually spend at least 8-9 hours in school every day. When they go home, they have a lot of homework to do. Many students often do their homework after 1 1 in the evening. It is common for graduating students to study until midnight. If holidays are included, students can study 12 hours every day.

6. Students' extracurricular activities: skill training and theoretical strengthening.

In America, people divide study time and rest time. Outside the classroom and on holidays, students can often be seen engaging in extracurricular activities and participating in collective social practice. Most of these activities are aimed at training skills and cultivating team spirit. Summer camp is a popular way of students' holiday activities. Students' extracurricular activities are mainly collective and practical projects. Americans attach great importance to the all-round development of students' body and mind and advocate training and cultivating students' quality in collective activities.

China's summer camp class is basically to let students accumulate knowledge and strengthen theory, and its ultimate goal is to prepare for various exams. This kind of summer camp usually includes Olympic math class, composition class, English class, painting and calligraphy class, and various kinds of advanced and intensive classes. Summer camp is always to make money.

7. School evaluation of students: formative evaluation and summative evaluation.

In the United States, the school's evaluation of students focuses on the all-round sustainable development of each student.

Schools use A, B, C, D, E scoring systems for grading, do not rank students, and usually do not publicly announce students' scores. Pay attention to the evaluation of each student's usual classroom performance and group and team activities. Students' usual evaluations (teacher evaluation, group evaluation and peer evaluation) can be fed back in time. The purpose of evaluation is for the continuous improvement of students. The weight of students' usual grades in the total grades is generally high, especially in some practical courses. For example, in the teaching method course of normal students on university campus, the score is 75% at ordinary times and only 25% in the final exam. Some teachers don't even take the final exam. In the final exam of a course in a middle school I went to, the teacher actually allowed the students to bring a prepared one into the classroom.

In China, schools usually regard students' academic performance as the only means to evaluate students' learning and teachers' teaching.

8. Teacher-student relationship in teaching: director-actor type and actor-audience type.

In American classroom teaching activities, the relationship between teachers and students is very similar to that between directors and actors.

Before the classroom teaching activities begin, teachers usually announce the main contents and arrangements of the classroom to students through various means. Students usually preview the content of the day's class before class, so they know what activities the teacher will carry out in class and what needs to be prepared in advance. In class, the teacher only needs to emphasize the main contents, conditions and precautions of this class activity, and then the class will proceed according to the established plan. Students will actively participate in class activities, give full play to individual creativity, make full use of collective wisdom and group strength, and strive to complete class tasks quickly and well.

Teachers' main tasks are: organizing activities, distributing materials, explaining rules, answering questions, observing students' classroom performance, keeping records, and feeding back students' performance in time, and so on. Teachers are the main organizers, guides and coordinators of the class, and they behave like directors. Students' performance in class is just like an actor creatively completing a performance action and content after understanding the director's intention. Sometimes, the role of students is more like a co-director. In American educational philosophy, teachers always serve students' learning. Of course, the service must be high quality.

In the traditional classroom teaching activities in China, the relationship between teachers and students is just like the relationship between actors and audiences in the traditional sense. In teaching, students usually only know what the teacher says, how to say it and how much to say it. The interaction between teaching and learning is poor, students are always in a passive learning state, and learning lacks autonomy. Teachers are like actors, and students are like disciplined traditional listeners and spectators. They don't like to interact with actors.

9. Teachers' classroom language: encouragement, affirmation, command and complaint.

In American classroom education, the answers to the questions discussed are usually not unique, and teachers want students to express their views. In class, teachers are used to evaluating students' answers to questions, group activities and performances with a lot of words and tones of encouragement, praise and affirmation. Its purpose is to promote the all-round development of all students' personality and sound personality, enhance students' self-confidence, encourage students to communicate and express themselves, and form a relaxed classroom atmosphere. take for example

When students answer questions correctly, the affirmative language is usually: OK! That's right. Definitely! Absolutely! Correct! That's great. Yes! You are right! I think so! I agree! Yeah! When putting forward novel questions or opinions to students, teachers often use praise as: good question! Good idea! Interesting! Cool! When students finish their homework well, teachers usually say: well done! You did a good job. That's great. Wonderful! That's great. Cool! When students make good suggestions, teachers often use such words: good idea! Sure! Great! Sounds good! That sounds great! Prefect! After students answer questions, teachers often use words such as: Good job! Thank you! Give a big hand! When students' answers are incomplete or absolute, teachers like to say: it depends! In my opinion, I don't think. ...

In China's class, teachers like to set the answer to a given question as unique, and the most commonly used ones are imperative and critical.

10. Number of courses taught by science teachers: one person has several subjects, and one person has one subject.

In elementary schools, junior high schools and senior high schools in the United States, many teachers can teach several different subjects at the same time in one semester. Don't think that America is short of teachers. The key is that many teachers have the ability and energy to teach several different subjects at the same time, especially science. Students are not divided into majors until the end of their sophomore year. Physics, chemistry, geology and biology from primary school to high school are all called science, and the boundaries of disciplines are diluted in the basic education stage. In American universities, there are special courses on science between disciplines, which is helpful for students to fully understand and master natural science.

In schools in China, from the first grade of primary school, courses in different disciplines are generally taught by professional teachers who have graduated from different disciplines. A teacher usually teaches the same course to several parallel classes in the same grade in one semester. Generally speaking, I don't talk about non-professional knowledge. Subject departmentalism is serious, and everyone emphasizes the importance of the subject courses they teach. The direct result of this is that students have to deal with a lot of homework in different subjects when they go home, and students have no room to choose courses independently.

The "3+X" examination mode in China's national college entrance examination, in which the "X" was originally designed to test students' comprehensive ability to use knowledge, and put the knowledge contents of three subjects (physics, culture, health or history, geography and politics) in the same test paper, which is called a "comprehensive paper". But in practice, the contents of the three subjects are all open in the same test paper, which is not a real "comprehensive volume" at all! The reason, the author thinks, is largely due to the lack of a large number of teachers who can write and evaluate comprehensive questions and students who can do comprehensive questions! The traditional education system leads to the narrow knowledge of teachers and students.

Textbooks and teaching materials: public textbooks and personal data.

In the United States, all textbooks and teaching materials in public primary schools, junior high schools and senior high schools are free.

Walking into these classrooms, you will find students' textbooks and teaching materials on the desks around the classroom. Textbooks are numbered uniformly, but there are no students' names. These are textbooks and materials purchased by the government for students. Students can use it in class, but they can't draw on it. They should put it back consciously after use. Students generally don't take their textbooks home. If necessary, they can take them home with the teacher's permission, but they must return them on time before class.

In American colleges and universities, because textbooks are not free and quite expensive, students usually buy old textbooks from the school's second-hand bookstore and sell them back to the second-hand bookstore after the semester, which saves a lot of money for students with financial difficulties.

In China, students pay for textbooks and buy a lot of textbooks and teaching AIDS every semester. Once the semester is over, it will be shelved or thrown away. Some materials were thrown away by students before they even had time to read them.

From the above comparison, we can see that the different concepts and methods of classroom education between China and the United States ultimately lead to the different characteristics of the talents they cultivate: the United States classifies students according to their different interests and pays attention to hands-on and skill training, while China likes to train all students in a unified manner according to the mode of training scientists, paying attention to the accumulation of basic knowledge and ignoring the training of practical skills. In this way, the United States has trained a large number of skilled talents, while China has trained a large number of knowledge-based talents; American talents have a wide range of knowledge, skilled skills, strong adaptability, strong creative thinking and ability, and great personality. The talents they cultivate are relatively well connected with the social requirements for talents, while the talents in China generally have a solid knowledge accumulation in a certain field, but their knowledge is relatively narrow, and they don't have a deep understanding of the relationship between disciplines, their ability to adapt to changes is weak, and they lack innovative spirit and personality. There is a big gap between the trained talents and the social requirements for talents. This is one of the fundamental factors that make it difficult for college students to find jobs.

As we all know, the quantity and quality of innovative talents in a country will directly determine the level of innovation in a country. Because of this, China put forward that it is just the right time to implement quality education, taking quality education as the fundamental guarantee for building an innovative country. Therefore, the new curriculum reform should attach importance to and strengthen the reform of the new model of classroom education aimed at quality education.

What is the education that people are satisfied with? At present, people's answer will definitely be that children are admitted to good universities. From this perspective, people's eyes are focused on the children's "college entrance examination". Because the reform of college entrance examination and enrollment system is relatively backward, this objectively supports the current "exam-oriented education". Therefore, there is a huge conflict between quality education and exam-oriented education in the implementation of the new curriculum reform, which is the biggest obstacle in the implementation of the new curriculum reform and the main confusion of schools, teachers, parents and society in the face of the new curriculum reform.

For the country, how to combine quality education with people's satisfactory education; For schools, how to combine quality education with college entrance examination; For colleges and universities, how to combine quality education with college enrollment, and so on, will be left to educators to seriously study and urgently solve.

Cantor, a student of the famous German mathematician Cronic, founded set theory when he was young and made outstanding contributions to the basic research of mathematics. However, this achievement was opposed by his teacher, Clone Nick. While strongly denying Cantor's research results, he framed and attacked Cantor, saying that he was mentally deranged in mathematics. This kind of framing and attack lasted for ten years, which made Cantor unable to stand the long-term criticism and attack and became insane. Since then, as a teacher, Kronick has always been nailed to the shame column of the development of pedagogy and became the representative of the worst teacher in name.

Primary and secondary school teachers, especially "famous teachers", can easily save children and destroy them. As American psychologist Dr. Heim Keno said, "I realized with fear that I became the decisive factor in the classroom." My personal method can create the classroom scene, and my personal atmosphere can also affect the classroom atmosphere. As a teacher, I have great power to make children miserable or happy. I can be a tool to torture children or a spark to inspire them. I can bring them shame or happiness, and I can also bring them harm or redemption. In all cases, whether a crisis is suddenly escalated or gradually resolved, whether a child is progressing or deteriorating, my attitude has an important impact. "

Dr. Heimkinot's words highly summarized the great influence of teachers on students and the decisive role in the healthy growth of students. Teachers can be super professional killers who destroy students, or angels who save and shape students. Therefore, as a teacher, we must have a kind and loving heart and a broad mind. Shine on you is better than blue, which is a natural law. You can't destroy students for your own face and stick to your reputation, and you can't intentionally or unintentionally create unnecessary injuries or tragedies. Especially with the development of modern science and technology, there are more and more ways and channels for people to obtain all kinds of knowledge and information, which is more and more convenient. Students' knowledge is getting wider and wider, and students' views and ideas are getting more and more. Teachers are no longer authorities. Therefore, teachers must adjust their relationship with students mentally and spiritually, become friends of students' growth, promoters and guides of learning progress, fully respect students, encourage students to learn, innovate and surpass, and make students constantly improve themselves. At the same time, teachers should keep learning, make themselves excellent guides for students, appreciate each student, appreciate their innocence, appreciate their uniqueness and appreciate their imaginative and original innovation. Teachers should strive to "teach without distinction", "teach students in accordance with their aptitude" and fully enjoy the fun of "learning from others".

The purpose of education is to enable people to survive and develop better, get rid of external constraints and threats to the maximum extent, and maintain people's natural and innocent nature. Nowadays, with the development of society, the civilization and powerful material world created by human beings have increasingly become a powerful alien force for human survival, and human beings are facing a serious alienation crisis. Therefore, it has become one of the important goals of modern education to maintain people's natural and pure nature and protect and develop people's nature of truth, goodness and beauty. Teachers' duty is to care, settle, coordinate and promote people's lives and minds, make people's lives full of vitality and creativity, and make them upright and free. Then, in order to achieve this educational goal and truly fulfill the duty of teaching and educating people, from the aspects of personality and morality, teachers must first have a sound personality, kind and loving feelings and a broad mind. Only such teachers can truly understand human nature and accurately grasp people, and can mold outstanding talents with healthy soul, sound personality, spirituality and creativity, which are suitable for the needs of the times, society and people.

In addition, the feelings of kindness and fraternity and broad mind are the emotional basis for people to have excellent humanistic quality. The important way to form students' healthy personality is through aesthetic education and emotional education, and through the infection and edification of excellent humanistic spirit. As an educator, understanding, grasping and exploring human nature is closely related to teachers' personality and their own humanistic quality. Teachers should explore and even expand the rich and excellent humanistic information contained in knowledge according to different purposes and needs, and then convey it to students artistically, internalize it into students' own humanistic quality, enlighten students' wisdom, start students' internal motivation, and subtly shape students' excellent personality and healthy personality. They must strengthen their emotional cultivation and correctly and profoundly understand and grasp the humanity of scientific and cultural knowledge. Grasping the factors of shaping excellent personality contained in cultural knowledge can cultivate students' sentiment, improve their humanistic quality and perfect their personality at the same time. This requires teachers to find beauty in life, work and study, know how to love, and have a loving feeling and a broad mind. And learning is an important way to shape the beauty of personality. Ancient thinkers in China put great emphasis on improving their self-cultivation, wisdom and personality beauty through learning, so as to reach the highest realm of personality beauty. Therefore, teachers must have a deeper understanding of scientific and cultural knowledge.