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1、AccordingtoTylor(1974),‘culturethatcomplexwholewhichincludesknowledge,belief,art,morals,law,customandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety•’Andculturecouldbeconnectedtodifferentcollectives,althoughitisacollectivephenomenon(Hofestede,2011,p.3).Therefore,Culturesurelyinfluencede
2、achaspectofhumansocietyespeciallyeducation.Variousculturesleadtodifferentbehaviorofstudentsineverycountry.Forinstance,insomepolychromiccultureareasuchasChina,studentstypicallyhaveprocrastinationandtendtodomanythingsatonce.Ontheotherhand,insomemonochromiccultureareasuchasUK,studentstendtoconcentrateo
3、ntheirworkanddoonething.Inaddition,students’behaviorispreciselyreflecthowculturalsignificantlyinfluenceeducation.Forexample,studentsforcedtolearnbyroteinsomehighhierarchyandlargepowerdistancecountrylikeChina.Incontrast,studentswouldbetaughtinaccordanceoftheiraptitudeinUKduetothecombinationofindividu
4、alismandlowpowerdistance.Asaconsequence,negativeinfluenceofcultureoneducationcanbeobservedinthewaysinwhichChinesestudentsstudyataninternationaluniversity,whichisillustratedinrelationtochallengesoftimemanagementandtheirbehaviorindiscoverylearning.Theprimarilyexampleofthecriticalinfluenceculturehasone
5、ducationcanbeobservedinthatChinesestudentsprepareforclassindiscoverylearningduringstudyataninternationaluniversity.Theevidencesuggeststhatdiscoverylearningisacommonlearningstylewidelyusedininternationaluniversities.Accordingto(Mayer,2004)'Discoverylearningisatechniqueofinquiry-basedlearningandiscons
6、ideredaconstructivistbasedapproachtoeducation’.Discoverylearningdemandsreadingwidelybeyondtextbookbeforeclass.AccordingtoHallandHall(1990),inpolychronicculturearea,suchaschina,studentstendtodomanythingsatonce.Therefore,studentsfrompolychroniccultureareamaywatchTVorlisteningtomusicduringthesametimeth
7、eyarereadingarticles.Moreover,studentsfrompolychroniccultureareaarehighlydistractibleandsusceptibletointerruptions.Andthosestudentsmightbeeasilyputdownthethingstheyaredoingwhentheirfriendsaskedtohavea