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Download Article (PDF) Advances in Social Science, Education and Humanities Research, volume 573 Proceedings of the 2021 International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2021) Reviewing the Comparisons and Analysis of Chinese and American Classroom Interactions Zichen Lyu1, *, †, Tianqi Yang2, †, Kexin Zhang3, † 1 School of International Relations and Diplomacy, Beijing Foreign Studies University, Beijing, Beijing (100000), China 2 School of Western Languages and Cultures, Harbin Normal University, Harbin, Heilongjiang (150000), China 3 School of Applied Technology, Qingdao University, Qingdao, Jinan (250000), China * Corresponding author. Email: [email protected] †These authors contributed equally. ABSTRACT This paper reviews the differences of classroom interactions between China and America. Effective classroom interactions play a nonnegligible role in teaching and learning processes, which can enable the class to be active and innovative. Scholars have also managed to classify different types of classroom interactions by their characteristics such as different roles played by teachers and students. However, categorizing the different modes in classroom interactions between two or more countries has not been researched widely and seriously. Therefore, this paper attempted to discuss the difference along with their advantages and disadvantages. By reviewing various relevant academic articles and analyzing class videos from China and America, it is found that on one hand, Chinese classroom interactions are plain and unitary, which is harmful to the development of the active and critical thinking for students, but it has a positive influence on the efficiency and the range of teaching process- these could result from the history and culture of collectivism and Confucianism as well as the educational conditions. On the other hand, American classroom interactions restrict their classroom efficiency and the utilization rate of resources but encourage students to think and work independently and creatively. This paper could provide future directions for teachers and educational policy and training stakeholders to absorb benefits from both sides and create better teaching and learning environment. Also, the findings of this paper are relatively general as a number of academic articles are used for references. Keywords: classroom interactions, China, America, teacher discourse, students’ uptakes 1. INTRODUCTION topic of this paper which is to compare and analyze them [4]. In the following sections, Chinese and Classroom interactions have been an important American classroom interactions along with their factor in education and this paper aims to compare and advantages and disadvantages will be discussed analyze the differences between Chinese and American respectively and the conclusion will be made at the end. classroom interactions. Classroom interactions discussed in this paper are based on the definition of the 2. ANALYSIS OF CHINESE CLASSROOM two-way exchange of teaching information between INTERACTION teachers and students in classroom teaching [1]. Moreover, the importance of classroom interactions has Classroom interaction is an essential part of been pointed out by various scholars, mainly focusing classroom teaching procedures. The communications on its role in enhancing the teaching effect and between students and teachers play an important role in improving the teaching quality [1-3]. However, research the development of students and the imparting of on the comparison between different countries is limited, knowledge, which is the stage for teachers and students Yu asserts that classroom interactions in China and understand each other and test the results of teaching. United States are completely different, leading us to the Classroom interaction in China is different from that in Copyright © 2021 The Authors. Published by Atlantis Press SARL. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 45 Advances in Social Science, Education and Humanities Research, volume 573 Western countries: The interaction form in Chinese UK classroom, such as seminars, simulation teaching, classrooms is mainly purely verbal interactions such as poster presentations. In addition, in the UK, teachers question-asking interaction. Yu argues that Chinese only impart knowledge for a short period of time, which schools basically adopt instructive teaching for only plays the role of guidance and assistance. The main children’s education, that is teachers will impart body is students who have sufficient time and freedom knowledge and lead the class [4]. This single interaction to express themselves, and their views will also be reflects China’s typical cramming style of teaching. The valued by teachers. As shown in the table, the traditional model of Chinese education is top-down and independent sample t-test shows that there is a score-oriented cramming and instillation teaching, significant difference in critical thinking ability between which is still the case in modern classroom teaching the two groups (t =2.742, P =0.011). Therefore, the data education [4]. If teachers just import knowledge into provided in the table is valid, and it can be concluded students in the Chinese classroom, students will not that the critical thinking ability of the British group is have much room for independent thinking, which is not stronger than that of the Chinese group. conducive to cultivating the critical thinking of students. The reason why Chinese students lack critical In China’s one-sided instructional education model, thinking is attributed by some scholars to the fact that students will not need to think about anything and the critical thinking is not suitable for Chinese culture, teacher will pass all the experience directly to students. while others attribute it to the education system in which This paper reckons that this kind of teaching mode will Chinese students live. Dam and Volman claim that make students overdependence on their teachers and critical thinking is part of the “western culture.” lack the ability to explore independently. Therefore, Similarly, critical thinking is a “defining characteristic how does the way teachers interact in Chinese of western universities” [6]. From their point of view, it classrooms affect students? can be concluded that critical thinking is entirely a western product, and then exists only in the western 2.1. The disadvantages of Chinese classroom cultural context [7]. At the same time, some scholars interaction claim that the unsatisfactory performance of Chinese students’ critical thinking is caused by the fact that 2.1.1. Lack of critical thinking Chinese culture is influenced by Confucianism, which does not advocate critical thinking. However, Panton Chinese students generally lack the ability of active argues that Critical thinking is not unique to Western thinking and critical thinking. Yu refers that the culture, and Chinese culture is not the reason why instructive indoctrination of knowledge and the Chinese students are deficient in critical thinking [8]. unchallengeable stereotype of authority make students Therefore, the previous judgment in public that Chinese have the stereotype of thinking, which makes them tired students lack critical thinking is biased. Geir argues that of thinking and difficult to innovate [4]. This kind of early Confucianism contains strong, extensive and from teaching mode will make students overdependence on a Western perspective, even unique critical traits [9]. It their teachers and lack the ability to explore is clear that critical thinking is not exclusive to Western independently. Below is another example from Cheng culture, and Chinese students’ lack of critical thinking is [5]: mainly due to their lack of proper guidance and training Table 1. Independent Sample t Test for Critical in school. However, the content and methods of school Thinking Scale Scores teaching are inevitably affected by China’s entire cultural environment. In China’s performance-oriented n M SD t P education system, it is unrealistic to achieve classroom Chinese 15 60.60 4.171 Group 2.742 0.011 interaction like that in Western countries. The purpose UK Group 15 64.40 3.376 of China’s classroom interaction model is to achieve The survey included 30 postgraduate students from good results in a college entrance examination. the same undergraduate university in China. 15 of whom were studying in the UK and the other 15 in 2.1.2. The role of teachers in the Chinese China. The focus of the research is to compare with the classroom critical thinking of a year of graduate studies. As a result, Yu argues that in the process of frequent in the graduate school before participants with similar communication and interaction between China and the undergraduate academic experience. In accordance with West, the differences in classroom interactions are the data above, the results of independent sample t-test becoming more and more prominent [4]. In the Chinese of WGCTA (Watson Glaser Critical Thinking Appraisal) classroom interaction, the role of the teacher as a leader scores of two groups of graduate students are presented. basically adopts instructive teaching, that is, the teacher The average scores of the Chinese and British groups imparts knowledge to students. Below is a video about a are 60.60 and 64.40, respectively. This may be due to math class at a junior school, which can be searched in the more diverse
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