On The Differences Of Elementary And Secondary Classroom Management Between China And America And Its Cultural Roots

In traditional research fields,researchers often regard classroom management as an value -free and culture-irrelevant activity and pay more attention to exploring its universal rules,basic principles and general methods than its cultural characteristics.The cultural absence of the traditional educational thoughts has caused many practical problems,so this paper studies classroom management from the perspective of culture by exploring the profound cultural reasons of the differences between Chinese and American classroom management.It can deepen our understanding of the classroom management of the two countries and the relation between classroom management and culture,and give us some enlightenment on our classroom management reformation.There are many differences between Chinese and American classroom management.Their objectives of classroom management are different.The former is short-term and controlled orientation but the latter is the opposite.The subject of the classroom management between two countries differs,too.In china,teacher is almost the only management subject but in America both teacher and student are management subject.Their classroom arrangement differs,too.Chinese classroom is more fixed and more monotonous than American classroom.As for the classroom interpersonal relations,the teacher-student relationships in two countries are differentiated by the degree of equality and formality and the student-student relationships by the degree of communication and cooperation among them.In china,teacher often makes the classroom regulations and the students obey them,but in America,teacher and students make the regulations and obey them together.Chinese teacher control students more tightly than American teacher. Besides,Chinese teacher tends to attribute classroom misbehaviors to students alone and deal with them compulsively,while American teacher tends to find multiple reasons for students' misbehaviors and deal with them non-compulsively.Different classroom management patterns in two countries transmit different cultural values and mold students into different character.They both have advantages and disadvantages.These differences between Chinese and American classroom management have profound cultural sources.The different power distance of Chinese and American culture shapes the different power allocation and teacher-student relationship in Chinese and American classroom;the different degree of uncertainty avoidance of two cultures leads teachers and students in two countries to think different about standard answers,structured learning and ideal classroom and so on;the different Individualism Index of Chinese and American culture makes American teacher pay more attention to students' individual interests,which influences the objective and the methods of classroom management in two countries.Chinese and American culture is different in Masculinity Dimension Index,which leads to different expectation to ideal students and their behaviors in two countries.Culture shapes the differences of classroom management between countries potentially and indirectly.The ignorance of relationships between classroom management and culture has caused many problems in our classroom management reformation.This paper argues that classroom management has distinct cultural character and effective classroom management reformation must be based on the transformation of deep culture.At last,the paper proposes some measures of effective classroom management reformation.