[/12/2012] Chinese Classroom Culture and American Classroom Culture Teaching can be considered as one of the most instrumental forces in shaping the lives of students through effective pedagogy. However, every country has a different style teaching and learning style that differs in terms of cultures, perceptions and course materials along with way of understanding course curriculum and accordingly deriving strategies to make learning an easy and fun activity…
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A classroom culture of trust and transparency is the foundation for creating an environment where students are empowered with correct and appropriate feedback helping in effective learning along with offering them a chance to learn from their mistakes resulting in the achievement of common goals and objectives in a planned manner. It is important to create a trusting environment as it helps students to learn along with offering learning to others through experiences. However, different countries take different approaches to design their classroom culture based on the goals and objectives formulated by the supervisory bodies. A trusting classroom environment embedded with transparency helps in winning the trust of students along with offering them a robust platform of learning and invaluable experiences through course books and personal learning and sharing (Chalker, Haynes, 1994). The next part of the discussion presents an insight over Chinese classroom culture in terms of ideas and methods used to enhance the learning of students. Chinese Classroom Culture The educational system is China is more of Socialist oriented where sharing of ideas and knowledge is considered as the prime element of learning. Chinese classrooms are often packed with up to fifty students and learning is driven by group activities and discussions that is an element of socialism. Chinese schooling is extremely competitive that means students have to compete at the grade school level by sitting in competitive exams and working hard to ensure high grades in order to het admission in best of schools. The Chinese education system can be considered as a stepping stone for the success of the economy in many ways. Students are compelled to succeed in order to serve the society and any sort of lagging behind may singled them out and thus creating extra amount of pressure that often affects their learning capabilities. The motivation for excellence is quite different in China compared to other countries as China emphasizes on creating productive citizens who can serve the society and nation along with creating value for the nation. In Western countries, children may have individuals’ goals and dreams to become wealthy but in China, the entire focus is on enhancing the level of productivity so that the nation can be served in a productive manner. This has created extra burden on students in order to be competitive and excel in their fields. China has a large population and often space becomes an issue especially while accommodating 50-60 students in a single class. This is why classes are very near to each other separated only by walls. On the other hand, teachers share common room that mitigates hierarchies across academia and barriers to communicate with other teachers. Hansen, Childs (1998) stated that in Chinese education system, teachers can easily meet and communicate with each other and do not feel isolated as much as American School teachers. This clearly shows that the culture of sharing ideas and beliefs is the top most priority of the Chinese education system that is taken forward in classrooms in a logical way. Redding (1980) believed that Chinese students are often considered as more reverential and memory oriented. They are also very
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(Chinese Classroom Culture and American Classroom Culture Thesis)
“Chinese Classroom Culture and American Classroom Culture Thesis”, n.d. https://studentshare.org/education/1403191-chinese-classroom-culture-and-american-classroom.
The aim of the paper was to induce a strong and keen interest in performing the tasks which had been allocated to the children. A questionnaire containing some basic questions related to the techniques adapted by teachers involved for the motivation of the children was also introduced to gather all the relevant details.
Aim and objective of the study are: to identify the cultural values present in China; to identify the accounting practices and values in China; to identify the Hofstede-Gray framework on culture and accounting in China; to evaluate the cultural dimensions of Individualism, Uncertainty evasion, Masculinity and Long-term Orientation for respondents from China.
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