Differences Between Chinese and American Education

Differences Between Chinese and American Education

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Differences Between Chinese and American Education

Currently, education has evolved into a resource that can be disseminated across different people and systems irrespective of the limitations imposed by traditional borders. Because of the force of globalization and the advent of technology, people have become capable of engaging in their respective studies locally and internationally. Apart from this, the respective influential factors have created a platform that has allowed research on education to thrive across borders. Nowadays, governments have become capable of studying and researching education systems that are preferable and effective in order to incorporate them in their own frameworks. The following discourse particularly focuses on the comparison of Chinese and American education, especially in terms of the disparities that exist between the respective systems. Arguably, the key differences evidenced between the Chinese and American education system are illustrated by the teaching style, the grading structure, and the aims or objectives of the educational framework.

One of the first differences evident between the Chinese and American education system constitutes the style of teaching. Generally, the teaching style tends to assume a considerable role particularly in determining and enabling access to information provided by instructors to the students regardless of structural differences. Despite this, the education in China and the United States utilizes disparate teaching styles depending on aspects such as influences from cultural or social backgrounds. More specifically, Chinese instructors require students to pay attention by listening carefully. In fact, students are restricted from posing any questions until the conclusion of their classes. Additionally, teaching styles in Chinese classrooms generally incline towards self-study rather than group discussions. On the other hand, teaching styles in American classes place emphasis on active participation and communication between students and teachers.

Another different aspect present between Chinese and American education involves the disparities that underlie their respective grading frameworks. In Chinese institutions, the aspect of grading is seen as an aspect that can be shared among classmates by instructors. Simply, in most situations, teachers usually show the grade of a student to other students within the class. This is commonly interpreted as a way of increasing motivation and competitiveness among the members of a class. In addition to this, the grades that Chinese students receive are purely based on the scores they attain from examinations. Alternately, the grades in American institutions are comprised of different activities such as homework assignments, quizzes, tests, attendance, and participation. Furthermore, the examinations count for nearly 20 percent to 30 percent of the overall grade. Aside from this, American instructors observe the student’s privacy by keeping the grade to themselves and the involved student.

Lastly, the Chinese and American education systems differ on basis of their educational aims and objectives. Chinese instructors generally concentrate on the provision of basic knowledge. This is evidenced by the emphasis placed on certain aptitudes such as calculation skills. Furthermore, the Chinese education system is focused on uniformity, which is furthered by the extent to which most schools establish a uniformed clothing or dress type for male and female students. On the other hand, American education emphasizes on the implementation of creativity or imagination. This is evidenced by the inclination towards recreational activities in addition to class-based work such as soccer, basketball, swimming, and art. To this end, it is evident that the differences present in Chinese and American education are depicted by the teaching style, the grading structures, and the educational objectives.