China And The United States Primary And Secondary Classroom Teaching Comparative Study

Fundamental education has been the focus of all of society in China. The quality of classroom teaching is one of the key factors that influence the development of education. In the twenty-first century, the needs of social development can not be fulfilled if teachers only teach the knowledge from a textbook. Instead, teachers should teach students the methods of accessing knowledge and information effectively, thus improving students'abilities to analyze problems that occur in our daily life. This method of teaching is being given more and more attention. With the advancement of globalization, China's education will also inevitably face the challenges from different cultural backgrounds and individual countries all over the world. How to teach advanced concepts and improve teaching quality while adhering to China's traditional culture is already a concern of all.Comparative Education compares contemporary education with different factors and areas. It identifies the general tenets of education and provides references to the development of education of a country or a region (Gu Mingyuan). Classroom teaching through cross-cultural research leads educational researchers and educators to a more explicit understanding of their own education theory and practice. Without comparison, teachers tend not to reflect their own traditional teaching practice and remain unaware of better choices used in other countries. China's Fundamental education curriculum reform, which has been promoted since 2001 aims to improve the over-all development of students, but in actual operation, many problems still exist. The fundamental education of the United States has generated a large number of eligible students for institutions of higher learning and contributed to the national quality. To meet the social development requirements, fundamental education in the United States emphasizes improving education quality, efficiency and information gathering. Because of the systems and practical reasons, Sino-US education have many differences. "Masters' Experience Might Be Helpful for the Beginners". Research of classroom teaching in American schools has great significance. We benefit by learning from our experience of teaching, which promotes the overall development of students and injects new vitality into classroom teaching in China. In order to understand the realities of classroom teaching in two countries, the author conducted classroom observations and interviewed frontline teachers. In addition, the author discussed the differences of the education from three aspects of comparative analysis ranging from classroom teaching objectives, teaching methods to organization between the two countries on a historical and practical basis. The purpose is to enhance the classroom teaching based of theoretical research and provide practical recommendations to the current basic education curriculum reform and quality-oriented education of China.Innovations of the paperThe author conducts classroom observations and interviews to obtain information for the study in the United States and China.The paper has four chaptersThe first chapter introduces the background of the study and its significance, and then the author defines important concepts involved in classroom teaching, such as instructional objectives, teaching methods and so on.The second part details the research methods.The third part is the main body of the paper; the author gives a detailed analysis and research from the three aspects of classroom teaching objectives, teaching methods and organization forms of classroom teaching in the United States and China.The fourth chapter the author discusses the Sino-US differences in primary and secondary classroom teaching between the two countries from five points:the values of the fundamental education, traditional classroom management, school education resources, examination systems and the family-social environment.