released today
Four high school students in Japan and South Korea U.S. Comparative study of consciousness and the latest discovery, the Chinese generally larger class size, classroom discipline by students to take classes to the class far less than the United States, Japan and South Korea as the United States and flexible classroom seating arrangement, China rows of seats there is injustice. More emphasis on encouraging students to speak Chinese to play the students ability to observe and applications. Chinese students like the instructor is far less than the United States, more attention to the level of teachers. Chinese parents expect their children score high pressure for students, leading to negative emotions and more. Chinese students learning the longest, most active classroom learning behavior, at least the bad behavior, but their satisfaction with the lowest score. Chinese students most like to read, especially history books or historical novels obvious use of computers in the learning rate. Chinese students in learning difficulties and questions of time, up to ask the students or partners, at least ask the parents. Chinese students self-conscious, thoughtful, most do not like the examination-oriented teaching methods, sports, computer courses, language, mathematics of love than any other course.
September 2009 -10 months, the China Youth Research Center, Japan Youth Research Institute, Korea Development Institute and the United States Eddie Youth Resource Systems (Idea Resource
Systems) jointly implemented the “Four high school students in Japan and South Korea U.S. Comparative Study of Consciousness and learning.” Survey is a national high school students in school grades 1-3, respectively, Beijing, Chongqing, Hubei Province, Foshan, Guangdong Province, of Liaoning Province, Gansu Province in 1868 Lintao City high school students Iwate, Japan and other high school students in eight counties in 1314, Korea, Seoul 12 to the 3379 high school students, 10 U.S. states such as North Carolina’s 1020 high school students.
Most Chinese students enjoy reading, computer and network use is low in the study
Jiucheng Chinese high school students like to read, like books that were works of fiction and other literature, interest in fashion magazines, history books or historical novels, science and technology books, comic books, academic learning books, books about nature or animals and plants. History books or historical novels preference for the Chinese high school students, came in third, like these books for students, 40.4%, far higher than the other three countries, Japan, Korea and the United States were 18.0%, 29.0% and 24.5%. About one-third (32.3%) of the Chinese students like to read comic books, Japan and South Korea are more people like it, were 71.5% and 55.5%, the United States at least, only 26.2%. 24.7% of Chinese students like to see learning in books, though only less than 3 percent, but far more than the other three countries, Japan, Korea, the United States less than one percent, respectively, only 5.7%, 7.1% and 7.2% .
Only You Sicheng (39.3%) Chinese students are free to use home computers, much less than the other three countries, Japan, Korea and the United States were 74.6%, 91.0% and 90.7%. Chinese students in the learning process, computer usage is not high, only 10.1% of students in online inquiries about the study of information collected, 8.5% used a computer or learning software learning games, online seminar to learn the use of 1.8%. Chinese high school students experiencing learning difficulties or questions, most asked the students or partners, their books and ask the teacher or tutor. Check the internet school students 28.4%, far less than the United States (61.2%).
Chinese high school class size with more than 50 super Liu Cheng
From the class size, generally more Chinese high school class size. Over Liu Cheng (63.5%) more than class size 50, Japan, South Korea are reporting the number of classes less than 50. Apparent gap between the Chinese cities of Beijing was investigating the school class size of less than 50, while the city outside Beijing were more than 50. Large class sizes suburban phenomenon is more prominent, more than 60 classes accounted for nearly half (47.8%), urban schools (44.4%) more than 51-60 people in between, more than 60 people and only 16.7%.
From the teaching organization, China’s senior high school students to academic classroom use less class to go to classes. Classes have special classrooms, classroom teacher to class to class, is the most common form, 92.4% of Chinese school basic all of this, nearly half had never been away with classes; the United States to take the class system in general and students to classroom discipline go to class, 80.1% of all is so basic.
View from the seating arrangement, Japan and South Korea are “seedling type,” which, the United States is more flexible. “Seedling type” is for teachers of all students sitting cross-trip out of the way into vertical, China 93.5%, Japan 98.3%, 93.9% and South Korea all are so basic. Only 29.6% of all U.S. basic use “seedling type,” circle-type 18.2%, 8.7% horseshoe-type, 9.9% other. Chinese class seating arrangements are still some phenomena contrary to educational equity, for example, about 1 / 4 classes have been ranked according to score seats.
Generally speaking, China is still not the ideal high school classroom environment, class size is too large may limit teachers in individual counseling, individualized, the implementation of more diverse methods of teaching activities and will reduce student participation in classroom learning activities, active; than go to class in a fixed class system more flexibility and mobility of students fail to choose courses, limited diversification in the direction of the students; and “seedling-style” seating arrangement conducive to teachers, despite the focus on classroom instruction and monitoring, However, students in different locations thinking activities, class participation will be subject to a certain extent. So, can increase investment, reduce class size, to small class teaching, and actively promote the take classes, and according to the needs of teaching, flexible use of different modes such as seating for the students to create a more conducive environment for learning and development of the classroom.
American teacher popular among students, high school students believed that teachers in China in recent Liucheng results too seriously
The survey found that 77.3% of China’s basic teaching methods in schools all “and lecture-based, requiring students to listen carefully, remember”, much higher than Japan (53.5%), Korea (43.4%) and the United States (20.4%). Meanwhile, the Chinese school (62.2%) are more attention “to encourage pupils to speak, ask questions,” higher than Japan (13.1%), Korea (11.5%) and the United States (38.9%). However, the Chinese schools (28.2%) “to test for the target, arranged more exercise,” more often than Japan (6.8%), Korea (14.9%) and the United States (11.3%), reflecting the Chinese high school education, “examination” tendency is still more serious. 66.7% of Chinese high school students want more elective courses (Japan, South Korea and the United States were 28.2%, 39.7% and 68.1%); 94.5% of Chinese high school students into the society would like to learn more useful knowledge, than in Japan (57.5%), Korea (85.2%) and the United States (80.9%).
Most teachers, students like the United States, 62.2% of all American students are almost like a classroom teacher, higher than China (33.0%), Japan (14.8%) and Korea (16.9%); China relations are very good students and teachers only 15.0 %, good 47.5%, totaling 62.5%, 35.4% of the general relationship with the teacher, and another 2.2% as teachers with poor or very poor. 59.2% of Chinese high school students that the teacher results too seriously, higher than Japan (44.1%), Korea (48.0%) and the United States (57.7%). Teacher-student relationship is an important part of the class environment, with students learning attitude and learning motivation are closely linked, teachers should take the initiative to take measures to harmonious relations between teachers and students.
Chinese parents expect their children score high, was more than pressure the Chinese students is the highest in four countries
China and Japan and South Korea, American parents than parents are more concerned with children’s performance. 65.9% 64.3% Chinese American father and his father was concerned about the grades are higher than Korea (53.1%) and Japan (20.5%); 72.8% 78.8% of Chinese mothers and American mothers is very concerned about the grades are also far higher in Korea (42.0%) and Japan (39.6%). Chinese parents (24.5%) were the child into the top 10 more than Japan (10.7%) and the United States (12.4%), and South Korea very (24.9%); American parents are more demands on their children in the level of performance (34.6%) , higher than (17.2%), Japan (12.5%), Korea (15.8%); Japanese parents (42.3%) ranking on the kids did not ask the most, is far higher than China (7.3%), Japan (42.3%) and the United States (19.1%).
86.6% of Chinese students that their learning pressure or larger, higher than Japan (69.0%), Korea (74.8%) and the United States (67.1%).
Chinese students study mainly comes from the expectations of parents, their expectations and the students competition. Was more than two (81.1%) Chinese students believe that the expectations parents bring to their study of the pressure, which is also South Korea (63.1%) and the United States (60.3%), the primary source of pressure for students; 73.5% of Chinese high school students think they expectations brought pressure to learn, ranked second in the pressure source. The pressure source in Japan (53.3%) and Korea (58.3%) also were the first, second source of pressure; competition among students is the third source of pressure students, 53.5% of students feel this pressure more large, while the other three have only about two percent. Employment, learning content too difficult, family status and requirements of teachers resulted in students learning the Chinese pressure, but most feel the pressure of the employment status of the Korean students, up 56.3%, far higher than China (39.3%), Japan ( 34.2%) and the United States (19.4%).
Qi Cheng and more Chinese students have depression (76.7%), irritability (76.0%), mood, the highest proportion in the four countries, Korea and the United States by around 20 percentage points; nearly half (47.4%) Chinese students, “sleep” in somatization performance, lower than the United States (58.5%), higher than Japan and South Korea. “Do not want to go to school,” “want to drop-out” and “skipping” and other small acts of evasion, or obvious than in other countries, “destroying things,” “abusive”, “fighting” and other acts of vandalism are not many. South Korea showed the opposite trend, negative mood and somatization in the four countries in the low, but the escape behavior and high vandalism. In the four countries, the report of negative emotions and the bad actors, ranked number one reason for the examination, academic pressure, to the highest in China, up 87.6%, Japan, Korea and the United States were 58.9%, 71.4% and 54.4 %.
Chinese students homework longest time, but the most positive learning behavior
Chinese students make up homework time, usually need to spend two hours or more per day for students accounted for nearly half (45.2%), Japan, South Korea and the United States were 8.2%, 5.2% and 26.4%. In Chinese students, girls, high school seniors, rural students the time needed to complete homework more. Chinese high school students to complete homework time always exceeds expectations of the time. Chinese high school students additional time to learn the most, more than half of Chinese students (58.8%) over a day to learn more than one hour, Japan, Korea and the United States were 35.2%, 46.1% and 22.2%. In China, females, and urban students in senior high school students learning to add greater proportion of more than one hour, all over the Liu Cheng. Only 6.8% of the students are almost not more time to learn; in Japan, South Korea and the United States, which is much higher than the proportion of students in China were 34.3%, 28.5% and 24.8%.
Chinese students learning in the classroom behavior of the most active and performed well. Jiucheng more serious when the students take notes in class, 46.3% active speech class, Jiucheng over to work the teacher assignments, almost half (48.7%) in after-school learning for their own further information view. Chinese students in the class of bad behavior is the least, 4.8% class, sleep, 10.4% in class and students say, 2.9% school text messages or to see extracurricular books, 17.7% of school daze wander, 75.5% almost never in the class eaten.
Four students were lack of internal motivation, general agreement that learning is “helpful to the work of the future”
The purpose of the study, the four countries are prevalent emphasis on external motivation students, ignoring the tendency of internal motivation, the future of work and students to adapt to society is the focus of concern, and develop their own expertise on how to love, how to create your own and how to enhance their communicative competence are not too attention.
The survey found that students in four countries generally believe that their study is aimed to “be useful in the future” and “able to grasp the basic knowledge of” extrinsic goals. Of these, 54.7% of Chinese students that learning is useful in order to work in the future, 57.3% of the students that learning can allow himself to grasp the basic knowledge of the community, and these two indicators in Japan, 36.6% and 49.0% in Korea 34.3% and 35.5%, 57.4% in the United States and 36.8%, mostly lower than the Chinese. External objectives of the importance of learning objectives which were significantly higher than “and others friendly to each other” (39.4%), “play to their strengths” (China 34.0%), and “to and different from others” (China, 5.5%) the internal power.
Chinese students, like most independent learning, self-conscious in the other three countries
The survey found that Chinese students learn self-consciousness was significantly higher than the other three countries, in the autonomous learning, independent problem solving, active review and active extension of the aspects of learning in the four countries are among the most important.
Specifically, the learning, the Chinese students, 73.4% of people like “personal selection of topics, independent thinking, collecting survey information,” while the proportion in Japan, Korea and the United States were only 49.7%, 41.3% and 60.3%; in problem solving, of which 78.6% of Chinese students to choose “their own learning to read”, the proportion in Japan, Korea and the United States were only 50.7%, 23.7% and 33.2%; in active homework, China 30.4% of the students that they will learn things every day take the initiative to seriously review; the ratio in Japan, Korea and the United States were only 18.7%, 13.5% and 14.9%; in after-school extended reading, extended learning, China has 48.7 % of students in the after-school “always” or “often” their own view data further extend learning, while the ratio in Japan, Korea and the United States were only 15.1%, 11.1% and 37.6%.
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