1. Who is Learning For:
Education in the United States teaches students that learning is their own responsibility, encouraging them to think about what they want to learn. As a result, students generally learn actively, flexibly, and happily. In contrast, education in China often imposes detailed and cumbersome regulations on students regarding what to learn, how much to learn, when to learn, and how to learn. Chinese students view learning as a means to an end, often learning passively, as it is seen as a task for parents and teachers, aimed at securing jobs and wealth, leading to a passive, dogmatic, and resigned approach to education.
2. Educational Goals:
The United States places less emphasis on the learning of "fundamental knowledge" and highly values the cultivation of students' "creativity." This is why it is not uncommon for American professionals to struggle with basic arithmetic, which may seem "ridiculous" to some. They believe in fostering creative thinking while children are still young. Conversely, Chinese education places great importance on the so-called "double basics," focusing on practicing "fundamental skills" and neglecting the development of students' creativity and critical thinking abilities. American students may score lower but possess higher capabilities, while Chinese students often score high but have lower practical skills. Consequently, Fortune 500 companies are generally reluctant to hire Chinese students, viewing Chinese education as a system that produces knowledge slaves rather than fostering well-rounded individuals.
3. Classroom Environment:
Chinese education excels at providing summaries for students, teaching them until they have no questions left; American education, on the other hand, excels at inspiring students, teaching them to continuously ask new questions. In Chinese classrooms, students must raise their hands to speak, while American classrooms encourage free expression. In China, students may face criticism for disagreeing with a teacher's conclusion, whereas in American classrooms, they are often praised for doing so. Chinese classrooms emphasize discipline, while American classrooms emphasize human rights.
4. Teacher-Student Relationships:
In China, the saying goes, "Once a teacher, always a father," and children understand that teachers hold a position of authority from the moment they enter school. In the United States, professors do not hold the same level of authority. Americans do not recognize authority in the same way. Chinese children often idolize their teachers, believing they are always right, while Chinese teachers tend to maintain a serious demeanor. In contrast, American teachers enjoy chatting with children and foster friendly relationships.
5. Examination System:
Examinations in the United States are often open-book, with students allowed to submit their papers within a week, while examinations in China are treated as a serious challenge, with strict monitoring and individual desks. In China, the primary purpose of exams is to eliminate students, whereas in the United States, the purpose is to identify personal shortcomings and address them for future development.
6. Class Size:
Although China officially stipulates that class sizes should not exceed 45 students, many rural and county-level schools have average class sizes of over 60 students, and the law is not effectively enforced. In the United States, class sizes are capped at 30 students, with 31 students constituting a violation of educational law. The difference lies in the American emphasis on integrity—self-reputation—making it unlikely for them to exceed these limits.
7. Time:
In a year, Chinese middle school students spend about 8 months in class, with approximately 11 hours of school time each day. In contrast, American students spend only about 1,000 hours in school each year. Shorter school hours and lighter academic burdens allow children to pursue their interests, giving them more freedom to manage their time and learn self-management skills.
8. Report Cards:
In the United States, grades are considered "private." When teachers show report cards to parents, they only reveal their own child's grades and do not disclose the entire class's performance. In China, administrative departments often find ways to publicize school grades. Teachers' evaluations are also based on students' advancement rates and excellence rates. Students endure this pressure for 12 years from the first grade, leading to significant psychological stress.
