EDUCATION OF CHINA AND AUSTRALIA

  • Category:
    Education
  • Document type:
    Essay
  • Level:
    Undergraduate
  • Page:
    2
  • Words:
    1317

EDUCATION OF CHINA AND AUSTRALIA

Introduction

Education varies from one place to another, region to region, and culture to another. The main reason is that we all come from different cultures whereby our practices, beliefs and way of life substantially vary. Therefore, the education system in China cannot be totally the same as the education system in use in Australia. Both systems have some similarities and differences. To be successful in outlining the essential differences, some specific aspects of education needs to be explicated. One of the most significant of these features is to comprehend the role of the teacher in each country. Secondly, it is imperative to explicate the roles played by the students in class. The other essential features include the form of class organization, the teachers, and the student’s expectations. It is imperative to note that several reasons have sparked the research concerning the differences in education based on different cultures (Huang, 2009). Conversely, one of the most significant factors is the increased development in education and related facilities. For instance, this has led to the growing number on of non-native speakers of English students studying in the North American universities. The paper thus compares the education in China and Australia based on the following key features: Teaching style and the role of the teacher, the learning style and the role of the learner, and the assessment and learning outcomes. Furthermore, the potential merits and demerits of both education systems will be outlined in detail.

Teaching style and the role of the teacher

The primary teaching method in China is lecturing. This is whereby the teacher discussions the topic being learned as the students takes short notes. Primarily, the role of the teacher here is to guide the students on the main issues that are relevant. Therefore, the big load of the learning activity is meant for the student. In this case, the student is expected to visit the library or any other research facility to conduct more research on what the teacher taught in class. On the other hand, the teaching style applicable in Australia in mainly informal. The teacher uses various informal techniques such as humor to impact the concepts in the students mind. This kind of teaching style encourages the students to be participative in class. Thus, the role of the teacher is minimal is this case. In fact, the teacher is only there to supervise what the students are learning (Smith & Smith, 2008).

There are several advantages and disadvantages associated with each teaching style. The style of instruction applicable in Australia where the teacher uses informal techniques such as humor is recommended. This is because it emphasizes the need for the involvement of the learner in the learning activity. As a result, the students comprehend the concepts being taught more precisely, and this enables them to pass their exams (Australia-Educating Globally report, 2013). However, the challenge with this technique is that some students may not be cooperative in the discussions. One advantage with the lecturing style of teaching is that encourages the learners to conduct in-depth research. As such, they learn new concepts and issues that the teacher probably did not capture. The drawback is that it does not include the participation of the learner in the learning process (Huang, 2009).

Learning style and the role of the learner

In China, the learning style is dictated by the teacher. The teacher takes all the responsibility in ensuring that the student learns. For instance, the teacher has to use all of its cramming capacity to deliver the concepts to the students. Therefore, for students to be able to learn and understand the concepts that has to conduct research. In such a learning style, you will realize that students are very passive since the teacher does to involve them, e.g., through group work. On the hand, the learning style is student-based. This is where you will find a very active class engaging in serious debates, discussions, or even group work. Therefore, the learner plays a prominent role as compared to the teacher. The method used in Australia where participative learning is encouraged the student to be independent. In such a situation, whether a teacher is in class or not the learning process will continue. On the contrary, China encourages the students to be dependent on the teachers. In such a situation, if the teacher is not present students will not do anything constructive other than waiting for their teachers (Xue & Zhou, 2006).

Assessment and learning outcomes

In Chinese classrooms, the students are expected to be attentive listeners. The primary reason for this is because they depend on what the teacher lectures. For instance, they expect whatever the teacher teachers will be set in the examinations. However, in most cases this is not always true simply because a teacher as well is a human being. Their cramming capacity cannot be hundred percent accurate to deliver all the concepts. This is why most of the Chinese students fail because they find questions in exams that they have never heard of or never learned in class. On the other hand, the teacher is only meant to assist the learner in Australia. For instance, in case, the students discussing in groups find something none of them can tackle that is the point where the teacher comes is introduced (Huang, 2009).

In such a case, the teacher guides the students on the most relevant concepts and in most cases the concepts that are examinable. When it comes to the examination, students usually perform extraordinarily. This is primary because they conduct research, discuss issues in groups, and thus come up with the best solutions. The performances of such students are excellent. Research reveals that if you combine Australian students and Chinese students in one class, the Chinese students will have numerous challenges. To support this, Huang asserts that “Chinese graduate students experience considerable difficulties and anxiety in their academic studies” (Huang, 2009). This is primary because they are not conversant with participative learning and related techniques.

Conclusion

In conclusion, it is imperative to note that the Australian mode of learning and teaching is remarkable. This is the education system that encourages participative learning where the role of the teacher is limited to guiding and assisting where necessary. The kind of learning enables the learners to be independent such that with or without the teacher learning continues. The most significant advantage of this technique is that the learner gets conversant with success oriented techniques such as group work and in-depth research. All these are the features that have been attributed to the success of learning. On the other hand, the Chinese learning style should be discouraged. The lecturing technique lacks creativity and is dependent on the teacher’s cramming power. In such a situation, the learning process is only limited to the physical presence of a teacher. Such a technique encourages passiveness in class and the products of such an education system in most cases to lack the core life skills such as communication skills. Thus, I propose that China incorporates the innovative and creative learning techniques to ensure that the learning process is both enjoyable and productive. For instance, the use of humor in class kills boredom and refreshes the mind of the learner. As such, they will be in a better position to grasp the concepts being taught comprehensively.

References

Australia-Educating Globally: (2013). Advice from The International Education Advisory Council. International Education Advisory Council.

Huang, J. (2009). What Happens When Two Cultures Meet In The Classroom? Journal of Instructional Psychology, 36(4), 335-343.

Smith, P. J., & Smith, S. N. (2008). Differences between Chinese and Australian Students: Some Implications For Distance Educators. Distance Education, 20(1), 64-80.

Xue, C. C., Wu, Q., Zhou, W. Y., Yang, W., & Story, D. (2006). Comparison of Chinese Medicine Education And Training In China And Australia. Annals-Academy of Medicine Singapore, 35(11), 775.