The Culture Source Of The Classroom Teaching Differences Between China And The West

At the realm of classroom teaching, the former researches pay attention to factor —analysis mostly. It is a kind of "deconstruction" research, which neglects the meaning of the whole classroom teaching, and neglects exploring "the inner cultural essences" of classroom teaching. There is a serious problem of "culture deficit" at the realm of classroom teaching.So, in this paper the author tries to explore the classroom teaching from the view of culture, and make comparative study on classroom teaching realistic scene in international educational context. It also explores the cultural reasons for classroom teaching differences between China and the West. Furthermore, this paper also tries to reflect how to promote reconstruction of our classroom teaching culture.This paper includes four parts as follows:The first part is foreword. In this part the author elicits the studying topics of this paper, making an initial analysis of the significance of the classroom teaching cultural research. As well the author puts forward a proposition— "classroom teaching is a kind of cultural phenomenon", and then explains the concerning concept and relevant theories foundation.The second part is literature summarization, mainly about the Chinese and foreign scholars' studies on classroom teaching culture. Furthermore, the author explains the definition and the characteristics of classroom teaching culture.The third part focus on comparative study on the classroom teaching realistic scene in international educational context, from the aspects of teaching structure and teaching forms, teaching interaction and teaching activities, teaching interaction, and teaching evaluation. The end of this part is detection and conclusion, it explores the cultural reasons for classroom teaching differences between China and the West, utilizing Edgar H. Scheins' (1985) organization culture model as analytical tool, which includes three layers: the artificial products, value and basic assumptions.The fourth part is reflection and suggestion. According to these studying results , the author makes suggestions on promoting reconstruction of the classroom teaching culture, which includes two aspects: paying attention to the deep value of classroom teaching, inspiring life vitality of classroom; and displaying and demonstrating the unique value of our traditional educational spirit of Confucianism in classroom teaching.