中美大學(xué)課堂教育對(duì)比

1、中美大學(xué)課堂教育對(duì)比一、課堂特點(diǎn)中國(guó)課堂：任務(wù)、紀(jì)律、整齊劃一學(xué)生端端正正地坐在擁擠的教室里，注意力高度集中聽講。老師滔滔不絕地講，學(xué)生靜靜地聽。學(xué)生要抄寫大量筆記，單調(diào)的灌輸式教學(xué)方式使學(xué)生對(duì)學(xué)習(xí)往往失去興趣。老師占用課堂大部分時(shí)間，老師講課時(shí)一般不提問學(xué)生。美國(guó)課堂：形散而神不散上課如開研討會(huì)，學(xué)生分組活動(dòng)，發(fā)言積極，課堂上歡聲笑語(yǔ)。課堂上不斷有提問與回答，學(xué)生可以隨時(shí)接住同伴的話題繼續(xù)進(jìn)行，老師觀察指導(dǎo)。教師很敬業(yè)，講課充滿熱情，鼓勵(lì)、啟發(fā)學(xué)生，學(xué)生知識(shí)面廣，善于表達(dá)。二、學(xué)生的學(xué)習(xí)方式中國(guó)學(xué)生：獨(dú)立學(xué)習(xí)中國(guó)的教育過分重視學(xué)生課內(nèi)的學(xué)習(xí)，而忽視學(xué)生課外的實(shí)踐學(xué)習(xí)。學(xué)習(xí)中，要求學(xué)生獨(dú)立完成

2、作業(yè)，過分強(qiáng)調(diào)獨(dú)立思考，課堂上不提倡與別人討論，學(xué)生在學(xué)習(xí)中不喜歡求教他人，喜歡獨(dú)立思考。學(xué)習(xí)中很少分享，同伴間的學(xué)習(xí)互相保守，談不上積極幫助。美國(guó)學(xué)生：合作學(xué)習(xí)除在課內(nèi)學(xué)習(xí)外，強(qiáng)調(diào)學(xué)生在課外的合作學(xué)習(xí)。Q）提倡團(tuán)隊(duì)協(xié)作、合作，強(qiáng)調(diào)小組和團(tuán)隊(duì)、集體的力量和作用，注意培養(yǎng)與他人的合作能力，提倡在協(xié)作中提高自我。提倡分享，注重交流與溝通，重視別人的不同意見，重視從不同渠道獲得的知識(shí)和信息。三、學(xué)習(xí)時(shí)間中國(guó)：全天學(xué)習(xí)美國(guó)：半天學(xué)習(xí)四、教材中國(guó)的教材強(qiáng)調(diào)夯實(shí)基礎(chǔ)美國(guó)的教材比較淺顯五、師生關(guān)系：中國(guó)：傳統(tǒng)的師生關(guān)系美國(guó)：融洽的朋友關(guān)系六、育人目標(biāo)：中國(guó)：重視基礎(chǔ)知識(shí)的掌握美國(guó)：重視創(chuàng)造力的培養(yǎng)七、教育理

3、念：中國(guó)：事先安排好學(xué)習(xí)內(nèi)容美國(guó)：學(xué)生自主選擇學(xué)習(xí)內(nèi)容，提倡學(xué)生學(xué)習(xí)自己感興趣的東西八、考試制度：中國(guó)：考試目的在于淘汰人和升學(xué)的需要美國(guó)：在于尋找自身存在的不足，查漏補(bǔ)缺，以利于今后學(xué)習(xí)的開展。九、班級(jí)規(guī)模：中國(guó)：大班授課美國(guó)：小班授課十、對(duì)待成績(jī)的態(tài)度：中國(guó)：成績(jī)公布，學(xué)生和老師很重視成績(jī)美國(guó):成績(jī)屬于隱私，不公布，學(xué)生和老師不太重視成績(jī)中美課堂教育差異的原因：1、歷史原因2、社會(huì)因素3、中美教育評(píng)價(jià)標(biāo)準(zhǔn)與教育價(jià)值觀不同4、中國(guó)教育重知識(shí)，重灌溉的課堂教學(xué)方式，美國(guó)重實(shí)踐、重創(chuàng)造的課堂教學(xué)模式建議：注重培養(yǎng)學(xué)生的合作學(xué)習(xí)能力。2注重培養(yǎng)學(xué)生的實(shí)踐、創(chuàng)新能力O推進(jìn)人才模式改革，尊重學(xué)生個(gè)性和

4、發(fā)展需求。4營(yíng)造平等、民主、寬松的課堂氛圍。5采用多元化的考核方式注重課堂信息反饋。7增強(qiáng)教師責(zé)任意識(shí)，提高服務(wù)水平?？偨Y(jié)：中國(guó)依舊是傳統(tǒng)式教育、不大實(shí)用；美國(guó)偏重于實(shí)際動(dòng)手能力、比較符合社會(huì)發(fā)展的聿亞教育是一種文化現(xiàn)象，不同的教育反映的是不同文化內(nèi)涵，適宜美國(guó)社會(huì)的教育體制并不一定適合中國(guó)。每一種教育方式都有其優(yōu)點(diǎn)，我們要理性地看待。謝謝觀看！UniversityclassroomeducationofChinaandtheUnitedStatesFirst:classcharacteristicsChineseclass:task,discipline,uniformStudentssit

5、tinginacrowdedclassroom,seriouslyfromconcentrationtothelecture.Teacherspeakreel,studentslisten.Studentswanttocopyalotofnotes,monotonousforce-feedingteachingmethodssothatthestudentstendtoloseinterestinlearning.Theteachertotakeuptheclassroom,mostofthetimedon'tusuallyaskstudentswhentheteacherlectur

6、es.Americanclassroom:appearanceandspiritClassessuchasseminars,studentgroupactivities,speakpositively,laughterinclass.Hastoaskandanswerinclass,studentscanalwayscatchthecompanionsubjecttocontinueandguidingteacherobservation.Teacherisveryprofessional,lectureisfullofenthusiasm,encourageandinspirethestud

7、ent,thestudentaspectofknowledgebroad,goodatexpression.Second:students'learningstylesChinesestudent:independentlearningChinapaystoomuchattentiontotheeducationofstudentsinclassroomlearning,learningandignorestudents'extracurricularpractice.Study,studentsarerequiredtofinishthehomeworkindependent

8、ly,toomuchemphasisonindependentthinkingandnotrecommendedtodiscusswithothersintheclass,thestudentsdon'tliketoaskotherpeopleinthestudy,likeindependentthinking.Learningrarelysharing,peerlearningeachotherbetweenconservativeandnotactivelyhelp.Americanstudents:cooperativelearningExceptinclasslearning,

9、emphasizethecooperativelearningofstudentsoutsidetheclassroom.Advocateteamwork,cooperation,andemphasizestheteamandtheteam,thecollectivestrengthandfunction,payattentiontothecultivationofabilitytocooperatewithothers,advocatethecollaborationofimprovingyourself.Advocatesharing,payattentiontocommunication

10、,payattentiontootherpeople'sdifferentopinions,attachimportancetogetknowledgeandinformationfromdifferentsources.Third:learningtimeChina:learningthroughoutthedayTheUnitedStates:halfadaytolearnFourth:teachingmaterialChina'semphasisonsolidfoundationTextbooksareobviousintheUnitedStatesFifth:relat

11、ionshipbetweenteachersandstudentsChina:thetraditionalrelationshipbetweenteachersandstudentsTheUnitedStates:alongwithfrienSixth:educationaltargetChinaattachesgreatimportancetothebasicknowledgeofmasteryTheUnitedStates:attentiontothecultivationofcreativitySeven:educationideaChina:arrangelearningcontent

12、inadvanceTheUnitedStates,:studentschoosetheirownlearningandpromotestudentstolearnwhattheyinterestedinEighth:examinationsystemChina:thetestaimstoeliminatetheneedofstudyingTheunitedStates:isfindingitselfofleakfillavacancy,tofacilitatethefuturestudyNinth:classsizeChina:alargeclassTheUnitedStates:smallc

13、lassesTen:theattitudeofachievementChina:achievements,performanceisveryimportanttostudentsandteachersTheUnitedStates:achievementbelongstoprivacy,nottopublish,studentsandteachersdon'tvalueThereasonforthedifferencebetweentheclassroomeducationHistoricalreasonsSocialfactorsEducationevaluationstandard

14、andeducationofChinaandtheUnitedStateshavedifferentvaluesChinaeducationheavyknowledge,irrigationmodeofclassroomteaching,theheavypractice,creatingclassroomteachingmodeAdvicePayattentiontocultivatestudents'abilityincooperativelearningPayattentiontocultivatethestudents'abilityofpracticeandinnova

15、tionPromotethereformoftalentpattern,respectstudents'personalityanddevelopmentneedsEquality,democracyandrelaxedclassroomatmosphereAdoptdiversifiedwaysofevaluationPayattentiontotheclassroominformationfeedbackEnhanceteachers'responsibilityconsciousness,improvetheservicelevelConclusionChinaisstillatraditionaleducation,notpractical;Thefocusontheactualbeginningability,istomeettheneedsofthedevelopmentofsocietyEducationi