Educational systems in the Republic of China and the United

Educational systems in the Republic of China and the United States

Culture

According to Slavin, culture refers to the shared norms, traditions, behaviors, language, and perceptions of a group (Slavin, 2006). Culture plays a huge role in education, on the behalf of the students as well as the teachers. When comparing the Republic of China and the United States of America, the relationship between culture and education can be evaluated further. I will start by providing background information on the United States of America. 根据斯莱文，文化是指共同的准则、传统、行为、语言和看法一群（斯莱文，2006年）。文化在教育中，学生的教师代表发挥巨大的作用。相比中国的共和国和美利坚合众国等国，可以进一步评价文化与教育之间的关系。我将开始通过提供关于美利坚合众国的背景信息。 The cultural values of the United States promote an educational system that entails more than just traditional education; reading, writing, and arithmetic are not the only subjects that are taught in the United States. The educational system ensures the physical as well as mental well being of the students. There are numerous programs that the U.S. ha ve that other schools don’t have, there are lunch programs that are setup for children to provide the nourishment that they might not get at home, there are drama and art programs that allow children to be more creative, there are even programs such as D.A.R.E, that teach the elementary school children to stay away from drugs. One other thing that the United States has to account for is the challenge of educating a diverse group of students. In the article comparing the U.S. and German Education, Noack st ates, “schools have taken on many other functions beyond the teaching of the three R’s, such as melting-pot socialization (the blending of diverse ethnicities, races, creeds, and cultures); recreation and avocation (extracurricular clubs and sports); vocational education (small classes and often expensive equipment); special interest classes (art, music, theater); special interest classes (Noack, 2000). The influence of culture on education in china is a little different (the movie Schools of Thought).美国的文化价值观促进教育的体系，需要更多只是传统的教育；阅读、写作和算术不都是在美国教会的唯一科目。教育系统确保学生的身体以及精神福祉。有众多美国有其他学校没有的节目，有为小孩提供养料，他们可能不会在家里设置的午餐计划，有戏剧和艺术的程序，让孩子们成为更有创意，有教小学的孩子们远离毒品的甚至程序（如 D.A.R.E。另一件事，美国不得不考虑是教育多元化的一群学生的挑战。在这篇文章比较美

国和德国教育、Noack 国家"学校都已采取很多其他功能超越教学的三个R，如大熔炉社会化(blendi......

Chinese culture shapes their education in many different ways. One

well-known thing is that the school year in China is longer than that of the U.S. The teachers there are stricter and more authoritative (the movie Schools of Thought). Students in China engage in more open-ended questions. In the culture of Chinese teachers they allow the children to partake in critical thinking by answering

in ways other than multiple choice (Cheng, 2004). The idea “practice makes perfect” is a firm belief in China (the movie Schools of Thought).中国文化在许多不同的方式塑造了他们的教育。众所周知的是这学年在中国是比美国的更长的时间那里的教师正在更严格、更有权威（电影学校的思想）。学生在中国从事更不限成员名额的问题。语文教师文化中它们能让儿童参加批判性思维，通过回答选择题（城，2004年）方式。"熟能生巧"理念是中国（电影学校的思想）坚定的信念。

Parents and teachers encourage school children to work hard to ensure a positive outcome, unlike the U.S. where children often attribute their ability to perform in certain subjects such as math to inert abilities that cannot be altered (the movie Schools of Thought). Slavin describes this as being an internal locus of control, and children who have higher levels of locus of control tend to work harder than those who have external locus of control (Slavin, 2006). This is discussed in the Haynes and Chalker article, when Indo Chinese refugee children come to the United States and score higher than U.S. counterparts. “The refugee students worked harder, and their parents supported them, believing that education would lead to success in life” (Haynes, and Chalker, 1997). This is a prime example of how cultural values can enhance resilience in individuals that are in an unfamiliar country. Looking at the end result of education as being influenced by culture is one aspect, but looking at how culture has developed provides another valuable perspective.家长和教师鼓励学生

努力工作，以确保取得积极的成果，与美国不同，在那里孩子们往往把原因归结他们的能力来执行对某些学科，如数学到惰性的能力，不能改变（电影学校的思想）。斯莱文描述这作为内部控制点，并有较高的心理控制源的儿童往往会比那些有外控型（斯莱文、2006年）更努力工作。这是在海恩斯和乔的文章中，讨论，当印中国难民儿童来到美国得分显著高于美国同行。"难民学生努力学习，和他们的父母支持他们，相信教育将会导致在生活中的成功"（海恩斯和乔，1997年）。这是一个典型的例子的文化价值观如何可以提高个人在一个陌生的国家的复原能力。看教育的最终结果，由于不受文化是一方面，但看起来......

The different cultures of the United States and China are due largely to their diverse histories. The history of the United States is largely based on the principles of a Democratic government and China is based on a communist government. The presence of politics can alter the agenda of a countries educational system. Some of china’s earlier leaders perceived education as a way to keep a country moral and to have a better legal system. For this reason leaders of China concluded that it was good to hold teachers in high regard (Mingyuan, 1998). According to some Chinese leaders becoming a teacher was just a step before becoming a leader or an emperor. As in North America, in China the relationship between the student and the teacher were once equal as in the United States, but as means of the ru …… 此处隐藏：37753字，全部文档内容请下载后查看。喜欢就下载吧 ……