A Study On Cultural Dimensions Teaching Chinese

With the acceleration of foreign cooperation in American running schools, there are more and more cultural conflicts in the process of the management of cooperating American middle schools and high schools. This paper discusses the cultural differences in ideological education and management between the Chinese teacher and the American education system. Aiming at improving the ideological education of middle school and high school Chinese language classes in America, the author analyzes the potential influence and impact of Chinese and western cultural conflicts on students from such perspectives as the orientation of students' management, the new challenges for ideological and political education, culture dominancy, etc., and explore more feasible methods in order to identify and resolve current issues of Chinese education in America today. Chinese and American culture is a fairly extensive concept. Diverse cultures of different value orientations and characteristics derived from different ethnic groups, regions and social systems in the development of human civilization as a whole. People from different cultures will show their own characteristics in interpersonal association and communication because of cultural differences.Five parts comprise this research paper.The first introduction part defines the methods used in the study in searching an accurate analysis of the two forms of education and conflicts that occur. It starts by giving a brief overview of the current American education style along with the most common examples of cause and effect in current issues in teaching Chinese in America.The second part establishes specific terms that have already been discovered. These terms are used to identify specific cultural misunderstandings. Furthermore these terms can be used in general cultural comparisons between China and America and also culture in education.The third part goes into detail the survey and test that was given to both Chinese teachers and American teachers in America. The test is reflective of personal values. The data was used to define country values and prove or disprove given hypotheses given in order to further identify these conflicts in education.The fourth part analyzes the data of the test administered in part three. Test data and demographics are given as well as comparing results of the Chinese test takers vs. the American test takers.The fifth part makes the best attempt possible in giving suggestions for resolving the specific issues that were found previously in the study. This part is the official attempt to solving many issues pertaining to teaching Chinese in America and its effect on the American staff and the American student.At last, the conclusion part summaries the main standpoints of the paper and points out where lacks sufficient inquiry.