The Comparison Of Graduate Education Between China And The United States

China and the United States are two big countries occupy animportant position in the world, one is the largest socialist country, is also thelargest developing country, the other is the highly developed capitalist country. Withrising international status of China recent years, the exchange between China andother countries in the world have become increasingly frequent, especially contactto the United States more and more closely. Not only economic, trade relations arevery close, cultural and educational exchanges between China and the United Statesare also more and more. More and more Americans are learning Chinese. This paperhopes through the comparison of graduate education in China and the United Statesinquire into the difference of bilateral political, economic, social system andcultural customs and other aspects in the two countries. Also, I hope to give somereference and help to teaching Chinese as a foreign language. The data ofcomparison in this paper from the network, academic journals, published papers andsome education books etc. The first chapter mainly adopts the comparative methodof classification of the two different aspects of education, the second chapterthrough two aspects of the external teaching mode and spread culture in internallanguage lessons to narrate cultural differences and the enlightenment to our foreignlanguage teaching. Through this comparison, we can clearly see the difference ofgraduate education between China and the United States, reflect such differencesalso in political systems, social customs, cultural difference. We should payattention to the differences in teaching Chinese as a foreign language, so as tospread the Chinese culture better.This paper is divided into two parts. The first part is the first chapter.Comparison of the two countries in graduate education this article, from entranceexamination, admission, faculty and major setting, curriculum and teachingmethods, length of schooling and research guidance, test and the graduationrequirements and so on, and analyzes the reasons for these differences from culturalbackground and history, political system, customs etc. the. The second part is the second chapter. On the basis of the cultural differences we can gain enlightenmentfrom external teaching mode at our lessons teaching Chinese as a foreign languageand internal dissemination of Chinese culture. To give a little help to the peoplewho are engaged in or in the future are interested in teaching Chinese as a foreignlanguage.