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Cross-Culture Research: Comparison Between Chinese and American Art Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cross-Culture Research: Comparison Between Chinese and American Art Education./
Author:	Liang, Ye.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	57 p.
Notes:	Source: Masters Abstracts International, Volume: 82-02.
Contained By:	Masters Abstracts International82-02.
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28103535
ISBN:	9798662477247

Cross-Culture Research: Comparison Between Chinese and American Art Education.
Liang, Ye.

Cross-Culture Research: Comparison Between Chinese and American Art Education. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 57 p.

Source: Masters Abstracts International, Volume: 82-02.

Thesis (M.A.)--Brigham Young University, 2019.

This item must not be sold to any third party vendors.

Education systems in China and the United States are very different. Chinese educator Hong Wang compared the two education systems and came to a conclusion: Chinese education wins in the starting point, while American education wins in the end point (Cheng, 2014). Chinese students learn more things, take challenging courses, and do well in academic accomplishment. However, examination-oriented methods in the Chinese education system may kill students' interest in learning. Even though Chinese students learned fast in the starting points, they failed in the terminal points as they lost their interest in learning (Chen, 2014). Many educators and scholars think of Chinese education as important for developing a foundation of skills and American education is viewed as more helpful in cultivating students' creativity (Liu, 2014). This study will explore some of the differences between Chinese and American art education. The methodology for this study is qualitative case study research using data collected from both American and Chinese publications, from national and governmental organizations, and information gathered from surveys and interviews of Chinese art educators who have both education experiences in the United States and China. This research includes comparison and evaluation of the differences between curriculum, assessment, and class management in both Chinese and American art education systems. The result will contribute to providing valuable reference data for both Chinese and American art education systems, for art students and art educators.

ISBN: 9798662477247Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

American education

Cross-Culture Research: Comparison Between Chinese and American Art Education.
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520 $a Education systems in China and the United States are very different. Chinese educator Hong Wang compared the two education systems and came to a conclusion: Chinese education wins in the starting point, while American education wins in the end point (Cheng, 2014). Chinese students learn more things, take challenging courses, and do well in academic accomplishment. However, examination-oriented methods in the Chinese education system may kill students' interest in learning. Even though Chinese students learned fast in the starting points, they failed in the terminal points as they lost their interest in learning (Chen, 2014). Many educators and scholars think of Chinese education as important for developing a foundation of skills and American education is viewed as more helpful in cultivating students' creativity (Liu, 2014). This study will explore some of the differences between Chinese and American art education. The methodology for this study is qualitative case study research using data collected from both American and Chinese publications, from national and governmental organizations, and information gathered from surveys and interviews of Chinese art educators who have both education experiences in the United States and China. This research includes comparison and evaluation of the differences between curriculum, assessment, and class management in both Chinese and American art education systems. The result will contribute to providing valuable reference data for both Chinese and American art education systems, for art students and art educators.
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