英語(yǔ)畢業(yè)論文-中西方師生交流方式的比較

TheComparisonAbouttheCommunicationStyles中國(guó)農(nóng)業(yè)大學(xué)學(xué)士學(xué)位論文AbstractEducationasacommunicationbridgeofthenewandoldgenerationsplaysanimportantroleinChinaandwestern.Therearemanydifferencesinthewaywhichteachersandstudentscommunicate.Thestudyofthisdifferencecanpromoteteachersandstudentsindifferentculturelearnfromeachotherandimprovethemselves.Attheverybeginning,thisthesiscomparestheteacher-studentcommunicationbetweenChinaandwesterninbothverbalcommunicationandnon-verbalcommunication,andthen,analysesthereasoninculture,language,societyandsoon.TheChinesewaypaymoreattentiontotheverbalcommunicationanditisteachercentered,itcanincreasethesystemicandcapacityofknowledge;Westernstylehasrelativelyrichnon-verbalcommunications,stimulationcomesfromdifferentdirections,andthesemakeinformationmorediversity.Finally,accordingtotheirdifferentadvantages,wegivethemsomeadvises.HopethatoursuggestionscouldbebeneficialtoimprovetheeducationstyleandthewayoflearninginChinaandwestern.KeyWords:teacher-studentcommunication;verbalcommunication;non-verbalcommunication;LinguisticCulture

摘要教育作為新老兩代交流的橋梁在中西方文化各自的發(fā)展中都起到了重要的作用。但中西方師生交流方式卻存在著很多的不同。研究中西方在師生交流方式的差別有利于促進(jìn)中西師生相互學(xué)習(xí)，達(dá)到優(yōu)勢(shì)互補(bǔ)。本文首先比較了中西方師生在交流方式分別在語(yǔ)言交流和非語(yǔ)言交流方式上的差別，然后從文化、語(yǔ)言、社會(huì)等不同層面對(duì)差異的原因進(jìn)行了分析。中國(guó)式的師生交流方式更加注重言語(yǔ)交流，以教師為中心，能增加知識(shí)的系統(tǒng)性與知識(shí)的容量；西方的則具有較為豐富的非言語(yǔ)語(yǔ)言，從不同層面上進(jìn)行刺激，使信息更加多樣性。最后結(jié)合中西方師生交流方式各自的優(yōu)勢(shì)給出了一些較好的建議，以期對(duì)中西方教育和學(xué)習(xí)方式的改進(jìn)提供參考。關(guān)鍵詞：師生交流；言語(yǔ)交流；非言語(yǔ)交流；語(yǔ)言文化

ContentsIntroduction 41.Communications 52.Comparisons 72.1VerbalCommunications 72.1.1Ways 72.1.2SomeAnalyses 82.1.3AdvantageandDisadvantage 92.2Non-verbalCommunications 102.2.1Paralanguage 112.2.2Space 112.2.3Gesture 122.2.4Movement 122.2.5EyeContact 132.2.6FacialExpressions 132.2.7Others 142.3AspectsofdeepAnalyses 142.3.1CulturalDifferences 142.3.2LanguageDifferences 152.3.3SocialExpectation 152.3.4PurposeofEducation 162.3.5TestSystem 173.SomeSuggestions 184.Conclusion 19References 20TheComparisonAbouttheCommunicationStylesPAGE18PAGE20IntroductionCommunicationplaysanimportantroleinthehistoryofourdevelopmentsincetheemergeofmodernsociety.Wecommunicatetohuntfood,tolivetogether,toshareourmood,toexchangeourexperience,andsoon.Wecommunicatewithdifferentperson,fordifferentpurpose,andindifferentways.Also,differentpeople,livinginculture,willhavedifferentmodeofcommunication.InthispassagewewillexplorethedifferencesbetweenChineseteacher-studentcommunicationmodeandwesternteacher-studentcommunicationmodeinschoolwhereissupposedtobethebirthplaceofadvancedculture.Thispassagewillbedeliveredbyfourmainparts:communications,comparisons,suggestionsandconclusion.Forthefirstpart,wewillintroducewhywechoosetostudythistopic,howimportantitistostudythistopic.Forthesecondpart,whichisthemainbody,wewillcomparethedifferenceinChinaandAmerica.Thecomparisonwillincludebothverbalcommunicationsandnon-verbalcommunications.Afterthecomparisons,wewillanalysesthedifferencefromculture,language,society,purposeandstructure.Forthethirdpart,wewillgivesomesuggestionsaccordingtoourcomparisonsandanalyses.Finally,wedrawourconclusion.ChineseteachersandAmericanteachersshouldlearnfromeachothertomakeeducationmoreefficient.

1.Communications''Raiseyourhandifyouagree!"IbegmyChinesegraduatestudents.Noresponse."Thenraiseyourhandifyoudisagree!"Stillnothing.

"Howaboutraiseyourhandifyou'reawake?"Someglanceaboutawkwardly,butnonedareraisetheirhand,orbreakthesilentvigilthey'vekeptsinceprimaryschool.

Silenceisnotalwaysgolden(pangpangsiyan,2010).Quitealotofforeignteachersfellsomethingstrangewhentheyaretakingclasstothem.Theirsilenceevenmakesthemannoyed.ThesephenomenareflectsomedifferenceinChineseclassesandwesternclasses.Andthisismytopic:thecomparisonaboutthecommunicationstylesbetweenteachersandstudentsinchinaandwesterncountries(casestudyofAmericanuniversity).Thegistofthisexampleshowstheimportanceofcommunication."Communicationistheactivityofconveyinginformation.Communicationrequiresasender,amessage,andanintendedrecipient,althoughthereceiverneednotbepresentorawareofthesender'sintenttocommunicateatthetimeofcommunication;thuscommunicationcanoccuracrossvastdistancesintimeandspace.Communicationrequiresthatthecommunicatingpartiesshareanareaofcommunicativecommonality.Thecommunicationprocessiscompleteoncethereceiverhasunderstoodthesender(Communication,2010).Fromthisparagraphweknowthatacompletecommunicationactivityinvolvesthreemainfactors:asender,amessageandanintendedrecipient.Thelossofanyfactor,communicationwillnotbeaccomplished.Inthissystem,thesenderandtherecipientcouldbeonepersonoralotofperson."Avarietyofverbalandnon-verbalmeansofcommunicatingexistssuchasbodylanguage;eyecontact,signlanguage,paralanguage,hapticcommunication,chromatics,andmediasuchaspictures,graphics,sound,andwriting(Communication,2010)."Fromthisdefinition,weknowthatcommunicationdidnotonlyrefertolanguagecommunication,itcanalsorefertoalotofothernon-verbalcommunications,suchas:gesture,eyecontactandsoon.Allofabove,ourtopiccanbedividedintotwocategories:thecomparisonsaboutverbalcommunicationsandthecomparisonsaboutnon-verbalcommunications.

2.Comparisons2.1VerbalCommunicationsVerbalcommunications,asitsnameshows,mainlyrefertooralcommunicationinoursubjectbeingdiscussed(communicatewithmailsande-mailsarenotinoursubject).Itissentbyonepeopleandcanbeacceptedbyallthepeopleinoneareawhethertheylikeitornot.Itisspreadbysounds.Totherecipient,theymusthaveknowledgetounderstandthelanguage.ThecharacteristicisLoweffectiveintransportinginformation(comparingwithvisualcommunications)andinstantaneous.Ifsomeonegetsashortattentionspan,heorshewillmisstheinformation’s,it'sirresistible.2.1.1WaysInChina,sincethetimeofConfucius,wehaveawell-knownsayingwhichgoesthat"Silentandknows”(moerzhizhi),whichtellstudentsjusttomemorizewhattheteachertellsusinSilenceinclassesandiftheydonotunderstandittheycandigestitafterclasses.Thisisthewaytoshowtherespectfortheteacher.So,inChineseclasseswealwaysseethatateacherjuststandsinthefrontoftheclassandtellsthestudentssomething.Andthestudentssittherestraightlyandquietly,carefullylisteningandtakingnotes.Theyhardlyhaveanypossiblemeanstoaskanyquestions.Sometimestheyeventhinkthatquestioninclassisthewasteoftime.Asurveyshowsthatthetimethatstudentsanswertheteachersquestionsmakeupof93.8%ofthetotaltimethatstudentstalkwithteachers.Only1.7%ofthetimethatthestudentsaskquestionsandonly2.7%ofthetimethatstudentsdoubtwhatteachersaid（Xuexin,1997).WhileinAmericastudentsareencouragedtohavetheirownthinkingandtoexpresstheirownopinions.Theycanaskanyquestionintheclass.Teacherssometimesdonotrequirethemtobeveryquietbecausetheythinkthatdiscussionmeansthestudentsarethinking.Teachersandstudentsarefriends,theycansharetheiropinionswitheachother;theyliketousethewords"sharesomewonderfultimewithyou"insteadof"givingaclasstoyou”.Sometimes,itisevenlikeinatrade.Teachersshouldtrytheirbesttomaketheirgoods(classes)moreinterestingtoattractmorepeople'sattention.Theyusuallyhaveaconversationwithothers.Whentheteachersayssomethingthatthestudentdisagrees,thestudentusuallycontradictsrightnowandtheteacherwilldiscussitwiththem.Theydonotthinkthatitisawasteoftime;theyfeelthateveryquestionisworthwhiletoexercisestudents'minds.Whattheyneediseveryonetoparticipate.Whenteacheraskaquestion,andsomestudentsanswerit.Theywillimmediatelysay"Ok,verywell!"nomatteryouranswerisrightornot.Astothetimeofpractice,inAmerica,theyobeythe"two-eightrule"whichmeansthattheteacherusesthe20%ofthetimeandstudentsusetherest80%.WhileinChinatheteachermayuseallthetime.So,sometimestheresultisthattheycannotlearnbythemselves（Bingguang,2009).2.1.2SomeAnalysesInChina,wehavethetraditionofrespectingteachersandvalueeducation.SincethetimeofConfuciuswehaveaword“AccompanyingConfucius”,whichmeansConfucius'sstudentssitasidetheteachertoaccompanyhimandtotakedownsomethingthattheConfuciussaidwhichismeaningful.Itsometimescalledone-way-spreadteachingmethod,Teacherjustgivingtheirlecturesaswhattheyplannedanddonotgetanyresponsesfromstudents.Itisteachercenteredandstrictlyhierarchical.Thisshowshowpeoplerespecttheirteachers.AndalsoshowsthatChinesepeopleliketobeingoodorder.InAmerica,theytalktoeachotherequallysincethetimeofSecreter.Theybelievethatallmaniscreatedequal.Theytendtopursuitthefreedom.Theydonotbelieveinauthority.TheybelievemanyGods,andtheycanfightwithgods,theymakeReformationinReligious,theyfightfortheirfreedom.So,intheirclassesteachertendtotalkwithstudents,theydonothavemuchCastesystem(maybethisisreasonwhyinAmericateachersdon'thaveveryhighsocialstatusthanthatinChina).2.1.3AdvantageandDisadvantageIntheChineseclassthatwhichisteachercentered,teachercanplanitwell.So,wecangetalotofinformationfromtheteacher.Theyneednottoworrysomethingthatwillchangetheirplan;theycancontrolandtellsusallhewantstotellus.So,itisstableandstudentscanlearnmore,toknowsomeexperiencewithlittlepayout.Wearelivinginanageofknowledgeexplosion;wehavehardlyhadthetimetolearnallthenewthings.Andweneednottoknoweverythingclearly.Weonlyneedtohaveaglanceofit.AndChineseteachercanmakeuslearnmore.AndthiswayofcommunicationalsomakesChinesestudentsalwaystobegoodlistenerandunderstandquickly.Buteverycoinhavetwosides,bythiscommunicationstyle,sometimesstudentsfinditistoohardtocatchtheteacher,theydonothaveenoughtimetothinkandsometimesitisboring.Someteachersdonotteachsomethingjustbecausetheycannotunderstandit.Andstudentsasquestion,theywilltrytheirbesttotellotherthings.So,whenfacingadifficultquestionthattheycannotunderstand,theydonothaveanotherpeopletoask,whattheycandoistoremembertheresult.InAmerica,itwillbemoreinterestingteachersoftentalkwiththestudents.Inthisfreedomenvironment,theycanoftenhavethechancetoexpresstheiropinionswithoutdaringitiswrong.So,theytendtothinkbythemselves.Everycantakepartinandusetheirtalent.Theydonotbelieveinauthority,theycanChallengeanyone.Theyarefreerandtheircommunicationtendstomutual.So,attheend,theybecomeaggressiveoftenhavetheirownopinions.ButSometimesifsomeoneaskaquestionthatothersdonotinterestedin,theyalsohavetowaitandlistenuntilitisreallybesolved.So,sometimesitistimewasted.Anditishardtomakepiecestogether,sosometimesitishardtorememberallthings.InChinesephilosophy,thereisanopinionthattogetwiseyoumusttaketheknowledgeaway.Butsometimestotakeitaway,youmusthavetheknowledgefirst.Andsomealsothinkthatknowledgeissomethingthatcanblindourbodytoaccepttheinformationthatdeliveredbynature.2.2Non-verbalCommunicationsNow,itisthetimeofnon-verbalcommunication.First,let'sseesomeresearchresultaboutnon-verbalcommunications.Humancommunicationisthecombinationofbothverbalcommunicationandnon-verbalcommunication.Non-verbalcommunicationisanindispensablepartofthewhole.BirdwhistellwhowascomingfromtheUnivPennsylvaniaUSAmakeanestimationthatverbalcommunicationmakeupofnomorethan30%ofthetotalamountofcommunications,andtherestofitallexchangefromnon-verbalcommunication.AmericanpsychologistAlbertMehrabinoncemakesanequation:Thetotaleffectofpassinginformation=7%*language+38%*voice+55%*expressionsandmovement.ThatequationprovesthatbodyplaysanimportantroleinSendingmessagesandsocialcommunications.Bodylanguageistheimportantpartofnon-verbalcommunications.Itisasubject.Tostudythesocialcommunicationfunctionofbodymovements,itincludesbodymovements;facialexpressionseyecontactsgesture,proximityandsoon(Cuiju,2008).Anotherstudyalsoshowsthatitisaboutonly10minutesthatonepersonuseeverydayandabout25secondspersentence.inthehumanfacetofacecommunications,itisnomorethan35%thatmayusesound,therest65%issoundless.Thisprovesthatalthoughbodylanguageisaccessory,itseffectisirreplaceable(Xiaoming,2010).Allofaboveshowhowimportantthenon-verbalcommunicationis.Sowhenwestudythencommunicationstyles,wecouldnotforgetit.2.2.1ParalanguageParalanguageisthesoundsthatareaccompaniedbythesendingofverbalcommunications.Itcancompleteourlanguagebypitch,volume,speed,tone,quality,articulation,intonation,partition,silence,pauseandsoon.InChina,teacherswillnotpaymuchattentionaboutwhattheirspeedandrhythm,theyonlycarewhattheysaidnotwhattheirvoiceoftendeliveritinaverysoftway.Someteachersspeakinthesamespeed,thesameloudnesslevel,asiftheydaretowakeupthesleepingstudents.WhileinAmerica,teachersareseemstohavemoreenthusiasmthanChinese,theirvoicehavemoreupsanddowns.2.2.2SpaceAnanthropologistnamedEdwardHalldividedthedistancebetweenthespeakerintofourcategories:(1)intimatedistancethatadapttohusbandandwife,childrenandfamily;(2)personaldistancethatadapttofriends,acquaintancefriendsandRelatives;(3)socialdistancethataresuitedinoffice,social,ashramandsoon;(4)publicdistancethataresuitableinthepublic.Inchina,thechairusuallyarefixedandstudentstendtositatthebackoftheclass，doingtheirownwork,theydon'twanttheteachertodisturbhimorher,nottomentiontheyanswersomequestions.Butsometimesitwillbecloser.Whenstudentsaretakinganexamordoingsomeexercise,theteacherwillwalkupanddownintheclassroom.Tofindquestionsandsolveit,sometimesteacherwillstandbehindsomebodyandtolookathisorherhomeworkortestpaper.Andthatactionisseemedtobedutifully.Whileifithappeninwesterncountriesitwillberegardedastheinvadestudent'spersonalterritory(Jin,2010).ThereisanancientwordinChina:Thefirstisteacher,lifelongisfather.Teachersarealwayscaringabouttheirstudentsastheirchildren.Theywillcareyourclothes,whetheryouarecold(hot)ornot.Whatdoyoueat?Canyoueatwellandsoon?ButinAmerica,thesethingsarethingsthateventheirparentswillnotask.2.2.3GestureInChinateachershouldbedignified,moregesturearenotapplicable.So,inChineseclasstheteacherseldomhavegestures.Theirhandsareusuallytakingsomebooksorfallonsidesofbodynaturally,ormaybejuststandinginfrontofthedeskwithhisorherarmsonthedesk.InAmerica,theteacherwaveshisorherhandsnearlyalltheclass,theirfingersbegintoworknearwhentheybegintheirclasses.Theywillusetheirfingerstopointoutsomething,toactoutsomething(likesomenumbersorsomeanimals),tocoordinatetheirverballanguageandsoon.Forexample,whensomeAmericanteachersaskaquestion,theywilloftenusetheirfingerstopickoutsomeonetoanswerit.Whentheyansweredit,theyusuallyclaptheirhandsandsay"OK,that'sgood!”2.2.4MovementAnotherimportantthingisthewaythatpeoplemoves.InChineseclass,theteachertendstostandinthefrontoftheclassroomwithhavethesocalled“Threefeetplatform”,andthatprovesthatinchinateachersareSacred,weallrespectteachers.Andthissometimesmakesanunknownbarrierofthecommunicationaboutteachersandstudents.Sometimessometeacherstomakeitfeelclosely,someteacherswillgodowntothestudents'seatsandsometimeswillstandbesideonestudentforawhile.InAmerica,teacherareoftencloselytothestudents,someteacherevensitinthedesk,justtalkingwiththestudents.Andthisgivesthestudentsacloserview.Peopleareeasiertoacceptsomeonethatissimilartothem.Thisactionmakethestudentsfeelthattheteacherjustlikeanaughtykid,andthatmakethestudentsfeelthattheyaresimilar,so,theywilltalkwiththeteachermorefreely.2.2.5EyeContactInChina,moststudentstendstodroptheirheads,listeningwhattheteachersaidandwritedownwhattheythinkareimportant.Evensometimestheteacherwanttomakecontactwiththestudents,theycannotfindaneyethatwilllookatthem.Evensometimestheyhavetolooksomethingthattheteachertellsthentolookat,suchtheblackboard,thegesture(sometimestheymayhave)andsoon,theirfocuswillnotontheteachers.InAmerican,theycaremoreabouteyecontact,firstlookaroundandthencatchoneperson,theymakecontactwiththispersonfrequentlytoseewhetherthestudentsfocusonhimorherunderstandwhatheorshesaid.Teachersthinkeyecontactisevidencethatmayprovethestudentsarefocusontheminsteadofotherthings.Andstudentsthinkitisawaytorespecttheteacher.2.2.6FacialExpressionsFacialexpressionsreflectemotion,feelingsandattitudes.TheAmericanissometimesknownasemotional.InChina,whentheteachingwasgivingclass,theyareverypeace.Theyonlyconcernedwithwhattheyaresaying,nothowtheysayit.While,Americanhavemorefacialexpressions.Theireyesandtheirmouths(andsometimestheirforeheads)movecurrentlywiththeirarmswaving,theirwrinklesonfacenowappearing,nowdisappearing,theireyebrowsraiseanddown.Youwillhardlyteacher'sfacecomeintopeaceunlesstheyareonpurpose.WhenyoutalkwithanAmericanpeople,youcaneasilytellwhetherheishappyornotbyjustseehiseyes,hiseyebrows,hisnose,hisforeheadorthenpartbetweenthem.2.2.7OthersTomakestudentsremembersomething,aChinesemaychoosetorepeatitagainandagaintodeepentheirviewsandanAmericanteachermaychoosetoanewwaytopresentit,likeapicture,avideoandsoon.Sometimeslearnbydoingit.Tomakestudentsconcreteontheclass,someChineseteachermayasksomeshort-answerquestions(questionsthatcananswerinveryshortwords,likeyeselephant,21daysandsoon),thesequestionsareusuallydidnottothinkmore.Sometimesthewayofaskquestionscouldbeapauseorslowdown.SomeChinesestudentsareveryafraidwhentheyareinAmericaclass,somestudentsevensaytheythinkitisjustlikeanightmarewhentheyareinAmericaclass,teacherwillpickanyoneinanytimetoanswerquestions.Fromthischapter,weknowthatAmericanhavemorenon-verbalcommunicationsthanChinesepeople,forexampletheirGesture,theireyecontact,theirmovementsandsoon.Theyaremorefreeandindependence.Theyhavemoreenthusiasm.Whileinchina,communicationseemstobemoreformal.Asaresult,andChinesestudentsaregoodatreadingandwriting.While,Americanstudentsaregoodatlisteningandspeaking.ChinesestudentshavemoreknowledgeandAmericanstudentshavemorecreativity.2.3AspectsofdeepAnalyses2.3.1CulturalDifferencesEducation,asasocialactivity,isnotjusttheactivityitself.Itisthereactionofculturewhichdeeplyrootedintheinstinctsofourpeople.Whenwecomparethedifferentbetweenthetwostyles,wecouldnotleavetheculturealone.Wearedifferentpeoplefromdifferentculturewhichmakedifferentthinkingstyles,differenthabitsanddifferentwaysofdoingthesamething.Astotheformationofculture,Chinesepeopleliveintheinner-land,andancientGreeceandancientRomeliveintheseaside,andthatmadetwodifferentthinkingstyles.Oneisfarmingculture,theotherisvoyageculture.Thetwodifferentthinkingstylesmaketwodifferentcultures,differentwayofcommunication(ofcourseincludinglanguage).Chinesepeopletendtoconformityandpursueharmonious,bothindealingthingswithpeopleandindoingthings.WhileAmericanpeoplearemoreaggressive,theyaremorepersonal,theypursuitthefreedomanddemocracy,theybelievethateverymanarecreatedequal.So,whenconsideringthestyleofteaching,Chinachoosestousetheone-sidecommunicates,Americachoosestousethetwo-sidecommunication.2.3.2LanguageDifferencesThetwoculturesaredifferentsincetheyfirstformed.Theirstyleoflanguagerequireswesternertoopenupthemouthsandtohavemoreenthusiasm.Forexample:ifwewanttosaysomething"thirty"insteadof"thirteen"inEnglishwhatwouldyoudo?Justriseupyourvoiceandsayithyperbolicallywithbothgestureandfacialexpressions.WhileinChina,wedonothavesuchsituations.Ourlanguagecanexpressouremotionmoreexactly.Becausethebroadandprofoundofourlanguage,wecanfindawordtoexpressthiswithoutusingourbody.InChinese,thereisawordsaid"yixiang",whichcanexpressalotofmeaningwithsimpleword.InChinesepoem,whichwelearningandremembersinceveryyoung,wecaneasilyfindit.2.3.3SocialExpectationEverysocietycreatesthetypeof?socialcharacter“whichisneededforitsproperfunctioning.Itformsmenwhowanttodowhattheyhavetodo.Whatkindofmendoesourlargescale,bureaucracy’sindustrialismneed?（Richard）Sometimesa"socialcharacter“isveryimportantbecauseitcandependwhichdirectionshouldwechoosetothrowintoourendeavor.Theimportantthingisthathowwedefineagoodstudent.InChina,agoodstudentisdefinedassomeonewho"studieswell"?Whoistheone"studywell"?Itwassupposedtotheonewhocangethighgoalsinexaminations.So,someonewhowantstobecomeaso-calledgoodstudentandbeadmittedbyotherpeoplemusttrytheirbesttogetthehighestgoals.Butwhatdoestheexammeans?Canitbeusedtojudgeaperson?Whatdoesitreallyexamus?Idon'tknow.Butonethingcouldbeconfirmd:weshouldlistentotheteachercarefullyandmemorywhattheteachersaidandwedon'thavetohavetoomuchourownopinion.InAmerica,the"socialcharacter"isdefinedassomeonewhodreambigandworkhardtoachieveit.Anyonewhomakesanybiginfluenceisadmittedasagoodstudent.Theydon'thavetoomuchpressureonexams.Theycanhavetimetothinkandexploremorethings.Theirlifeismorediversethanours.So,theirmindsarewiderthanours.Whentheyareinclass,theyhavemorethingstosay.Andthediscussioncanbemoremeaningful.2.3.4PurposeofEducationInChina,thepurposeofeducationistogetmoreknowledgefirst.AnAmericanteachertellsustodreambig,tocultivatecreativity.Chineseteachersarefearfulthatifskillsarenotacquiredearly,theymayneverbeacquired;thereis,ontheotherhand,nocomparablehurrytopromotecreativity.Americaneducatorsfearthatunlesscreativityhasbeenacquiredearly,itmayneveremerge;ontheotherhand,skillscanbepickeduplater.(Howard,2010）Theideathatlearningshouldtakeplacebycontinualcarefulshapingandmoldingappliesequallytothearts.(Howard,2010）Intheiropinion,itismoreimportanttoknowhowyouthinkandwhatyouknow.So,totheirwayofteaching,youonlyneedtoparticipateintheclass,thinkanddiscusswithothers,youwilllearnsomething,themoreyouthink,themoreyouwillget.Sothesometimestheteachertendtoleteveryonetotakepartintheclass.Theywillnotthinkthatthequestionisthewasteoftime;theythinkit'sthechancetoimprovethinkingandpracticalabilities.So,theydonotrequiretheclasstobesoquiet.Somenoisesmeantheyarethinkingandhavesomeideas.JustastheChinesetradition'steachingideateacher"theteacher,proselytism,instructsdispelsdoubtalso”or"teachbypreceptandexample”,whichhardlybeenseeninthemodernchina.Astothekindofknowledge,Chineseteachersthinkthattheknowledgewhichisbothextensiveandprofoundisgoodknowledge.So,sometimeswecanfindChinesestudentsareverygoodatmath.ButinAmerica,theyaremorepractical.Intheirminds"onlyworthwhileknowledgeisknowledgethatcanbeused,"So,theydonotwanttoteachuselessfactswhichwillquicklybeforgotten;theywanttoteachattitudesandskillswhichwillhelpproduceuseful,responsible,happyadults(Deng,1988).So,sometimestheycannotgetaveryhighscoreinexams,buttheycanmakealotofthingsbytheirhands.2.3.5TestSystemAstoeducation,wehaveexams(likethecollegeentranceexamination,CEE),andthatforceustoremembermore.Before18(itistheaverageagewetakeCEE),theonlythingthatwehopeforistogotoagooduniversity.Whethergotoagooduniversityistheonlystandardtoweighachildissuccessornotwhentheyare18.So,theadmissionofagooduniversitywillmakeeverythingworthwhile.Andweworkhardtoremembersomething,tolearnsomemethodtosolveaquestionandsoon.Whenenteringintouniversity,thoughwedonothaveCEE,ourhabitscannotchange.Evenmore,scorearealwaysanimportantwaytovalueapersoninChina.So,inChina,thehabitofremembersomethingandwritesomethingwellwillnotchange.Itisalsotheresultofselection.Becauseitistoohardtoexamourability,ourmind,itcanonlyexamwhatwerememberedandwhetherwearegoodatexamination.3.SomeSuggestionsEducationasacommunicationvenueoftheoldgenerationandthenewgenerationplaysanimportantroleintheGrowthofchildren.WhencomparingthedifferencesbetweenChinesestyleandwesternstyle,wefindlotsofdifferences.Toexplorethesourceofthis,wemakealotofdeepanalyses,fromculture,fromlanguage,fromstructureandsoon.Eachstylehasitsadvantages