Sino-US Classroom Culture Comparative Study

Nowadays, with the promotion of quality education,the large-scale reform of basic education is carried out in China. In the process of the reform, it is necessary to absorb and refer to the experience of some other countries. But it will not work efficiently if we only imitate the experience of the other countries without connecting with the practical experience of our country. So, the paper uses the"classroom culture"as a research perspective. The author hopes that it can deepen people's understanding of classroom culture through the research. And in the paper, classroom culture of America was taken as an example to compare with the classroom culture of China. Then the author traces the fundamental reason of the difference and efficient methods to solve the questions.Based on the studies of classroom culture both at home and abroad, definitions of culture and classroom culture, the presence of American classroom culture, the differences of classroom culture between China and Western countries and the reason of the differences will be mainly analyzed in the paper. And combining with the author's teaching experience in America, the research will provide valuable experience.The main differences were founded through the comparison: first, the different arrangements of teaching environment; second, the different choices of teaching content; third, and the different use of teaching methods; fourth, the different attitudes of teacher-student relationship; fifth, the different orientations of classroom management; sixth, the different connotations of classroom evaluation. And then the reason of the differences will be explored: first, Chinese culture values the harmony and tranquility of the inner world, while western world advocates the innovation and competition of the external environment; second, Chinese culture emphasizes the group consciousness, while the western culture seeks the individual competition; third, Chinese culture stresses the teacher's dignity, while western culture promotes the concept of equality.The paper is made up of six chapters. Chapter one provides the reason of the research practically and theoretically, which is combined with the experience of the author, analyzes the status of domestic research, describes the author's innovation, research methods and the proposed idea, summers up the significance of the study. Finally it discusses in detail the concepts, including culture and classroom culture. Chapter II focuses on the classroom culture of the United States and has it as the main object of study. It deals with the class room culture respectively, from classroom management, teacher-student relationship, teaching methods and teaching environment to observe the four dimensions of primary school classroom in the United States, combined with live-action footage to enhance the understanding of classroom culture in the United States. Chapter III talks about the differences between Chinese and Western teaching supporting with the teaching fragments. It says that the difference was mainly reflected in objective and subjective factors in different treatment and handling. Objective factors, including teaching and learning environment (classroom) and the teaching content (materials), subjective factors and the performance of teaching methods and other aspects of teacher-student relationship. Chapter IV describes the causes of differences. It says that although there are differences between Chinese and Western teaching the surface causes, such as from country to country, language, life and physical environment differ, but deeply rooted causes lies in a deep historical and cultural roots due to their national political, economic, historical, cultural and other factors, different levels of development which leads people t a disparate values and outlook on life and taking a different way of thinking or behavior. Chapter V is the conclusion with some suggestions .