中西方课堂文化的对比-英国论文代写－r51due

英国essay论文精选范文：“中西方课堂文化的对比”，这篇论文讨论了中西方课堂文化的比较。课堂文化，就是教师和学生等多种教育要素在课堂教学过程中形成的综合体。在中国，教师对待课堂教学严肃认真，但也比较呆板，会给人一种距离感，一般学生都不会主动发表自己的见解；而西方教师上课则生动活泼，跟学生“打成一片”，学生也会主动发表自己的见解，渴望与别人交流看法，积极参与讨论和辩论。

Classroom culture is the integration of classroom atmosphere, norms, psychological environment, values, ways of thinking and behavior formed by teachers and students in a variety of educational elements in the classroom teaching process. The classroom culture includes classroom material culture and classroom spirit culture and classroom system culture. While the classroom culture is the comprehensive effect of the school curriculum implementation, the development and utilization of school-based curriculum resources and the interaction between the various elements of teaching activities.

Especially the interaction between teacher culture and student culture, is the most influential factor in teacher education wisdom generation and student intelligence development. The process of construction of classroom culture is actually the process of teachers and students participating in themselves, learning together and creating each other. The purpose is to promote teachers and students with wisdom and knowledge to change the role of teachers and students in traditional classroom teaching.

In the course of bringing classroom teaching into the field of cultural studies, the most important contribution of cultural anthropology research is the most important contribution. Among them, Philip Jackson's "classroom life" as a typical representative, he said: groups, extol the power and influence of classroom life, teachers and students must learn to deal with groups, praise and power. Then, based on Jackson's research, Dole added five characteristics of classroom teaching, such as pluralism, simultaneity, immediacy, diachronic and unpredictable public classroom atmosphere.

American scholar Gould and Brophy have put forward four main purposes of classroom teaching through a large number of classroom observations, combined with rich and vivid classroom cases, which have reference to the methods and contents of classroom culture research. Another contribution to the study of classroom teaching culture comes from the study of educational sociology and educational politics in recent decades. Especially the representatives of Bourdieu, Apple, Giroux, who revolved around the "education is the process of cultural reproduction," the proposition to study, on the one hand, education in the social structure of the stability and changes in cultural functions, On the one hand, it also analyzes the cultural meaning of educational process.

From the perspective of the dominant ideology of cultural hegemony, Apple expounded his view of curriculum culture, which broke through the scope of instrumental rationality and entered a new phase of understanding curriculum from the cultural point of view. In 2002, the American scholar Steinberg and Kinchello put forward a new view of knowledge and students in the book "Students as Researchers: Creating a Meaningful Classroom", and put the students as a researcher. Exploration, innovation into the classroom, so that the classroom to rejuvenate the vitality of life, the classroom culture from the tool state of liberation for the classroom to consciously provide the necessary conditions.

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Compared with foreign countries, China's classroom teaching and cultural studies started late, and research results are scattered in educational culture, sociology of education writings, such as published in 1992, Diao Peiyue editor of "educational culture" a book discusses the classroom Teaching interpersonal status. In 2000, Zheng Jinzhou's book "Educational Culture Studies" systematically discusses teacher culture and student culture, and analyzes the impact of teacher culture on students. In 1999, "Sociology of Classroom Teaching" published, it is the domestic scholars on the classroom culture of sociological research made important research results. The author explicitly put forward the concept of "classroom culture", which has important enlightening effect on classroom culture research.

According to the different nature of social culture, social culture in classroom teaching can be divided into normative culture and non-normative culture, active culture and repressed culture, academic culture and daily culture, classroom teaching in these three different types of social culture The cultural differences between the two sides have led to a cultural conflict between the two sides, and it is this kind of cultural conflict that opens the way for the realization of classroom teaching and provides the possibility. The domestic scholar's research focuses on the differences between Chinese and western educational concepts and the differences in the educational patterns that they have caused, and makes an overall comparison and analysis of the situation of Chinese and Western school education.

Throughout the domestic study of many classroom culture, mostly based on speculative research, based on the classroom culture is a theoretical level of the idealized design, cannot be targeted and practical guidance of front-line teaching. And when the grass-roots teachers with the understanding of research theory and practice of enthusiasm, trying to refer to these theories, building their own classroom culture, the end can only be unable to start, Wang Yangsan sigh, hope.

At present, we attach great importance to education reform from the national to the local, but the reform is only a mere formality and superficial, lack of cultural functions of the educational reform, cultural mission should pay attention, especially the lack of attention to classroom culture. In the traditional Chinese classroom, teachers always rely on their own design to teach students the established curriculum culture. Students only passively grasp the specific content of teaching teachers, learning motivation is mainly outside the pressure type, so the lack of life in the classroom beating, rare wisdom spark collision. Learning is often in a dead, dry state. However, the main body of the class is the student, is a person who has various cultural qualities such as thought, emotion, will, value and so on.

The purpose of cultural development is to unceasingly liberate and perfect the person's personality. Teachers should change the traditional teaching mode of "knowledge possession", integrate the connotation of culture into teaching, cultivate students' reflection, autonomy, constructive view of knowledge and aesthetic culture, and let the personality of students develop freely. Full of vitality. The key to the current classroom teaching reform is how to build a new classroom teaching culture. "We can learn from the advanced teaching methods, teaching models and teaching experience of the Chinese and western countries. We should be able to" take its essence, go to its dregs and learn from each other's strengths, To explore and innovate, to explore a more feasible with the Chinese characteristics of the local classroom culture strategy and classroom teaching evaluation system, and continue to improve and perfect, in learning change, change in secondary school.

Classroom teaching values unchanged, the same classroom culture, classroom teaching the same, any educational reform cannot achieve substantial breakthrough. Therefore, this study focuses on the current needs of the current educational reform, from analyzing and resolving the existing problems in the classroom culture, research obtained new ideas, is conducive to deepening people's understanding of classroom culture, promote classroom reform practice, The teaching reform of higher education is effective, orderly and smooth in the classroom.

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