The Differences in Teaching Methods Between China and the United States: From Teacher Roles to Student Participation
Year: 2024
Type: article
Abstract: More specifically, the researcher in this study will investigate teacher roles and student participation between Chinese educational system and American school. This contrasts with the Confucian background practiced in China, which enables a more authoritative approach to teaching that also defines students as passive listeners. In contrast, the American educational system views instructors more as facilitators who should create an atmosphere that encourages critical thinking and student engagement. This approach is rooted in the ideas of progressive educators like John Dewey. In order to ascertain how these various teaching strategies are influencing student engagement and information acquisition, this study employs a comparative approach. This study paper's methodology involves a thorough analysis of relevant literature on inquiry-based learning methodologies and cultural norms. The findings imply that there are differences in teacher-student interactions based on major variations in students' autonomy.The U.S. system is also intended to encourage critical thinking and an individual sort of exploration, while China's approach is more focused on structured learning that helps meet performance expectations. The study suggests that incorporating aspects from both systems may produce better results in higher achievement — and provide critical lessons for reforms to come in the two countries.
DOI: 10.54097/qjczgf68
Author: Yinan Liu
Institution: University of Pennsylvania
Language: English
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405394390