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On the Differences of Elementary and Secondary Classroom Management between China and America and Its Cultural Roots

Author: XieWeiWei
Tutor: ChenShiJian
School: Southwestern University
Course: Curriculum and Pedagogy
Keywords: Culture Classroom Management China United States
CLC: G632.4
Type: Master's thesis
Year: 2009
Downloads: 574
Quote: 4
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Abstract

In the traditional areas of study, the researchers tend to classroom management as a value-neutral cultural activities unrelated to the technology, focusing on exploring the universal law, basic principles and methods, to the neglect of its cultural character. The missing educational thinking this culture has led to many problems in practice. Therefore, we have chosen the cultural roots of culture as a research perspective, explore the primary and secondary classroom management differences in China and the United States. This study is conducive to deepening the understanding of the people of China and the United States of classroom management and understanding of classroom management and cultural relations, classroom management reform in China has a certain significance. The American Classroom management there are many differences. Management purposes, showed a significant short-term orientation, control orientation, while the United States is the opposite. Management body, in China, teachers are the sole management body in the classroom, and the teachers and students have the dominant position in the United States. Classroom furnishings classroom more fixed and monotonous, and the United States seem flexible, rich. On the relationship between teachers and students, the distinction of the two countries is different equality and the degree of formal student relations, the Chinese students mainly exists as a single, isolated individual, more cooperation and exchanges in the U.S. students. Classroom rules mainly teachers develop student compliance, while the U.S. is the teachers and students \Compared with the American Federation of Teachers, a higher degree of control of the Chinese teachers of students. Classroom problem behavior, the Chinese tend a single attributional style and mandatory treatment, and the United States tend to use multiple attribution and non-mandatory approach. The different modes of classroom management in the two countries to pass a different cultural values ??shape the students of different personality psychology, each with its own advantages and limitations. The formation of these differences has deep cultural roots. Sino-US cultural differences of power distance determines the distribution of power in the classroom between the two countries, the type of teacher-student relationship; Sino-US cultural aversion to uncertainty, bilateral teachers and students of the standard answer, structured learning, ideal classroom The attitude differences etc.; difference between Chinese and American culture on the individualism index determines the different concerns of the students' individual interests between the two countries, thus affecting bilateral classroom goal orientation and way of management; China belong to the feminization of culture, the United States belongs to masculine culture, thus forming the different expectations of the two countries ideal for students and their behavior. Tacit cultural role of classroom management, indirect characteristics, which is often neglected status, an important reason for this is our classroom management reform into many difficulties. This paper argues that classroom management is not a culture not involved, but has a distinct cultural character, effective classroom management reform should be rooted in the cultural change based on. Finally, this paper also proposed some specific methods and measures of classroom management reform.

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