With the development of the times, education has become a worldwide concern. By comparing the cultural differences between Chinese and western education, we can find out the advantages and disadvantages of Chinese and western education cultures, learn from each other's strong points and provide impetus for promoting the comprehensive, healthy and sustainable development of Chinese education. The following is what I recommend to you, I hope you like it!

On the Cultural Differences between Chinese and Western Education

Abstract: In today's world, the competition is fierce, and education has become the focus of development in all countries. This paper attempts to analyze the deep cultural reasons for the differences between China and the West from the three main subjects of education & students, teachers and schools, and reflect on the reform of China's current education system through the comparison between Chinese and Western education.

Key words: Chinese and Western education; Culture; conflict

With the development of the times and the fierce competition of globalization, education has become a concern of the development of the whole world. The trend of global education integration is becoming more and more obvious. On the one hand, education in all countries is constantly reforming to cope with the current social, economic and cultural development. On the other hand, Chinese and western education learn from each other and learn from each other more and more frequently. However, in this process of communication, there are also some problems, such as simple copying, rough copying, paying attention to form and ignoring actual effect. Therefore, we need to look at this problem from a higher level. By comparing the cultural differences between Chinese and western education, we can find out the advantages and disadvantages of Chinese and western education cultures, learn from each other's strong points and provide impetus for promoting the comprehensive, healthy and sustainable development of Chinese education.

Due to different historical origins, different national personalities and many other factors, there are various differences between China and the West on many levels, such as cultural differences and thinking differences. The more obvious these differences are in the early stage of history, the more frequent cultural exchanges between China and the West, and the more they learn from each other. However, these educational differences still widely affect the current education. The differences between Chinese and western educational cultures are not only reflected in the differences of educational traditions, but also in the differences of educational reality, which are embodied in the educatees, educators, schools, educational systems and so on.

I. Educated people

A China student: Selected.

Most people in China pay attention to external evaluation in Chinese aesthetic evaluation thinking, while the three criteria of "good students"-personality, quality and potential-are self-uncertain, and only society can judge them through a series of behaviors of students. The student has all-round development in morality, intelligence, physique, beauty and labor, and is excellent in all aspects, which conforms to the definition of high-quality talents in China society. As for "strong potential", it is difficult to define it, but it is the unique thinking of China people. If the student studies easily and makes little effort, but gets excellent grades, he is considered as a student with great potential.

From a cultural point of view, this emphasis on external evaluation is a branch of China's farming culture. In ancient farming society, the ability of individuals was limited, and it was necessary to rely on the cooperation of groups to ensure the harvest of food. In the long-term labor process, China people pay more and more attention to groups, hoping to get social recognition. So that when they decide their own behavior, they should "pay great attention to others' reactions and expectations of their own behavior, try to avoid embarrassment and conflict, and force themselves to reflect, self-deny, be cautious and independent to save themselves."

Second, Western students: self-choice

The aesthetic evaluation thinking of most westerners is mainly self-evaluation. The three principles-enthusiasm, belonging and persistence-are based on students' inner feelings and have strong self-will. Even in the relationship between individuals and society, West Renye Fang attaches great importance to individual independence and emphasizes his inner sense of belonging. What they follow is not the law or morality, but the "contract" in their hearts. This is a typical character bred by marine culture. The ancient civilization of the west was developed in the struggle between man and the sea, so they have a dichotomy attitude that can be conquered by nature and a strong sense of individuality. Everyone is a different individual, and the value of life is reflected in self-choice. Western students attach great importance to the right to choose. They are loyal to their inner feelings, such as "* * *, sense of belonging, perseverance", which cannot be defined by society and is the embodiment of their self-will choice.

Second, educators.

In China's film and television works with the theme of education, teachers are teachers and candles, burning themselves to illuminate students, with the spirit of "while silkworms in spring will weave to death". In many western film and television works, teachers "don't respect teachers". Although there are teachers' dedication, those outside the system are more distinctive and spicy.

Miss China: strict father's loving mother.

In China, there is a great degree of social stereotype in teachers' profession and image. We think that teachers have the appearance of teachers, that is, the so-called "role models." In ancient China, teachers were also called "masters", so it can be inferred that the "model" in people's minds at first may be the image of "strict father" in a sense. With the continuous development of society and the gradual feminization of the teaching profession, the "role model" has an image of "loving mother".

On the basis of the relationship between teachers and students, teachers have absolute right to speak, and students are in a position of obedience like "children". In teaching evaluation, both students' studies and moral conduct are in the position of persuasion, and any small mistakes of students must be corrected. China's teacher role setting is actually a continuation of China family's cultural tradition of putting morality first in teaching organization. "The important position of the family and its extended family in China's traditional society is unmatched by any other culture."

Second, the western teacher: a teacher friend.

Specifically, in the classroom organization, students are the main body and teachers are only guides. Just like Socrates, the originator of western education, the teaching method is "dialogue". He thinks that the teacher is a midwife, and he can only guide his mother to have children, but not replace her. They are relatively equal and democratic in the teacher-student relationship. Because they are "explorers" on the journey of truth. In teaching evaluation, students' evaluation and teachers' evaluation are equally important. Teachers will hardly deny the mistakes made by students. On the one hand, they think that if students' ideas are wrong, they will be able to correct themselves when their knowledge system becomes more and more perfect in the future. On the other hand, they are not sure whether there are seeds of truth in students' so-called misconceptions, because even the textbooks they use are not absolute truth.

Third, schools.

A school in China: looking for common ground

Although there are various school mottos in China to show the differences in school-running concepts, schools in China are basically made by machines. Someone joked that as long as you enter a primary school and know the progress of students, you can know the progress of students in China; As long as you enter a university and know the living conditions of college students, you can know the living conditions of college students in China. This exaggerates the high consistency of education in China to some extent, but it is worth our reflection.

Second, Western schools: retain differences

Although western schools take "freedom" and "truth" as their motto, their development is different, and each school has its own distinctive characteristics. They also take the lead in developing school-based curriculum. "School-based curriculum development refers to all forms of curriculum development activities that the school takes teachers as the main body and students, curriculum experts, parents and community members as participants to meet the needs of students' learning and development. "This phenomenon of reserving differences in the West is also the inheritance of the new pioneering spirit and individual-oriented thinking in the West. There is a "Faust spirit" in western culture, that is, continuous development. In the process of development, there are bound to be many new ideas and many "different" situations. Westerners respect individuals and, to some extent, all kinds of "differences". As Bennick of the United States once summed up in Cultural Patterns, "Every culture must be respected and maintained for its dignity and value. "

In addition, in the education system, China pays more attention to the education of family ethics, while the west pays less attention to it; China pays more attention to the education of social moral restraint, while the west pays more attention to the education of law and social responsibility. Traditional education in China emphasizes the imparting of knowledge, while western education emphasizes the cultivation of students' ability, and the two need to communicate and complement each other. By consulting relevant books, we also realize that there are differences between Chinese and western education at all levels, which are reflected in different forms. In the United States, most young people are very independent, and this sense of independence is cultivated from childhood.

Behind different educational methods are different cultural origins. So what we have to do is not simply introduce, but think about how the western teaching model can mobilize their cultural advantages. At present, the makers of educational reform often start with the teaching form, but they don't see or rarely see the potential cultural influence of education; However, scholars who have a deep study of Chinese and western cultures, because they are not engaged in educational work, do not know much about teaching methods, and cannot concretize such abstract things as culture. The author thinks that if the two can be combined, it may be a great opportunity for the deepening and development of curriculum reform in China.

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