Abstract
The dynamic interaction between teachers and students in middle school significantly influences educational outcomes, a topic that has garnered extensive attention. Despite the focus, existing studies often overlook the nuanced differences in teacher-student interactions between varying educational systems like those of China and the United States. This paper explores the distinct approaches to teacher-student interaction in these two countries and their impact on student learning outcomes. Comparative analysis reveals that cultural, pedagogical, and structural differences between the Chinese and American educational systems lead to varied effectiveness in academic practices and student engagement. Chinese students often excel in standardized testing, whereas American students show stronger critical thinking and creativity capabilities. Based on these findings, the paper suggests adopting cross-cultural best practices in educational strategies to enhance student engagement and global learning outcomes. Recommendations include incorporating more interactive teaching methods in China and increasing focus on foundational knowledge in the US to balance the respective strengths and weaknesses of each system.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Education, Humanities and Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
