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【Abstract】With the internationalization development of education， We are more and more awared of the tremendous impact of classroom culture on teaching .This article， analyzes the classroom culture differences between Chinese and American nursing education， and points out that the shortcomings in the process of Chinese nursing classroom. Finally， attempts to discuss the reasons for the differences.
【Key words】nursing education； classroom culture； teacher； student
In order to improve my teaching ability and to know the advanced education and teaching philosophy in the world， I went to the United States in 2014 as an academic visitor in nursing education. I deeply feel that there are great differences between Chinese and American nursing classroom culture， American nursing education has its own unique Advantages. I hope readers can get some experience in this paper to improve their nursing education.
1. Analysis of the current situation and characteristics of nursing classroom teaching between China and America
1.1 The composition of teachers
Traditional class teaching work in nursing education in China is done by only one teacher who is supposed to explain and check the learning effect. In contrast， the teaching work in every American nursing class is completed by the collaboration of two or three teachers， including a Lecturer and one or two teaching assistants. The lecturer is responsible for teaching rhythm， while assistant is responsible for replenishing the missing or asking questions with the other students and they can stand in front of the podium or everywhere they want.
1.2 Forms of theoretical teaching
In Chinese nursing classroom， the teaching of knowledge is the main task， and students are at the receptive and passive end during the teaching process. In most cases syllabus is the key guidance for teacher to do their work. They need to prepare the teaching plan， and point out the focus and difficulties during teaching according to the syllabus.
In America， teacher will show a form about course arrangement to students at the beginning of the course， so the students can preview the book before class. The methods for teaching are very diverse in their class， including discussion， demonstration， PBL （Problem Based Learning） teaching mode is adopted in most of their teaching. A question is raised first by teacher， and then the students are divided into several groups to discuss the question to improve understanding. Compared with ours， the nursing education in USA does not pay much attention to the memory of knowledge， but the exploration and extension of knowledge. Therefore， teachers do not require a standard answer and encourage students to put forward different opinions by debating with the student. 1.3 Forms of experimental teaching
Experimental teaching is an important part of nursing teaching. Through the study of experimental course， the nursing student will master different nursing operation technologies and nursing practices， which will shorten the gap between campus learning and clinical practice.
China’s nursing experimental teaching focuses on the role of teacher， emphasizing the integrity and continuity of the operating procedures. After teacher’s demonstration， students will practice the nursing skills in groups. Teacher will check the students’ operation and point out the problems promptly and correctly， and also remind the students to avoid missing and wrong operation.
The students are encouraged to make mistakes in America， which is quite different from us. They will accumulate experiences， discover the link between the mistakes， and finally find out a way to keep away from the mistakes. This is a good method for students to avoid mistakes in the clinical service in their future work.
2. The difference of teacher-student relationship between the two countries
2.1 In China： active and passive relationship between teachers and students
We usually focus on the active role of teachers in China， and emphasize the intervention and control of the teaching process in order to get good marks. Although discussion on the subject between teacher and student continues to develop under the impact of modern education concept， the influence of traditional culture still remains and affects the teaching mode. The active and passive relationship between teachers and students has the following characteristics：
2.1.1 Unidirectional
Unidirectional is a significant feature of our teacher-student relationship. Teacher alone will do the whole work， e.g.， formulation of teaching objectives， teaching content， evaluation to teaching effect. Traditional teaching emphasizes on acceptance and mastery of knowledge and neglects discovery and exploration. So students purely accept the book knowledge passively. Lack of good interaction and feedback between teachers and students is not conducive to the learning of knowledge. Some scholars have conducted the research on the behavior of Chinese classroom. Results show that the behavior frequency of answering question is as high as 93.8%， while the proportions of asking questions and objections are only 1.7% and 2.7%， respectively. The lack of communication between teachers and students can be observed . 2.1.2 Greater psychological distance
The traditional teaching mode determines that the teacher is in a position of authority and the student is in a subordinate status. There is great mental distance between them. Discipline and authority are most important things in the class， and students are afraid to communicate face to face even if they have different views or opinions. This relationship between teachers and students is not good for students’ creative thinking， and it is not conducive to the development of students’ unique personality.
2.1.3 Promoting teaching is better than promoting learning
Students are in a subordinate position in teacher-student relationship， and their dependence on teachers is continuously strengthened. Mathematician Piaget said， “All truths are to be obtained by the students themselves， or by their active discovery， at least by their reconstruction rather than simply transmission.” The relationship between teachers and students reduces the students’ subjective motivation， is not conducive to students’ creative thinking and learning， and often makes excellent teachers but mediocre students.
2.2 In USA： Guidance and cooperation relationship between teachers and students
Classroom teaching is deeply influenced by Rodgers Carle who is famous for non-directive teaching. He believes that the task of teaching is to create a suitable and reasonable condition， to provide effective self-learning environment， to promote the development of students’ potential， so that students become a real self-actualization. To sum up， its characteristics are as follows：
2.2.1 Bi-directional
The teacher-student relationship is a two-way relationship； both teachers and students interact with each other. Affect the development of the students not only teachers， students will be counterproductive for teachers. Knowledge transfers between teachers and students， and the student is no longer a passive listener， but will think initiatively. The information obtained in the thinking and discussion can be transmitted directly to the teacher. In this way， teachers will get feedback from students in time， and knowledge is constantly circulating among teachers and students. Students’ open mind is also a useful complement to the teaching of teachers. This relationship changes the methods of communication， and also benefits teachers as well as students.
2.2.2 Less psychological distance
The psychological distance between teacher and student will be reduced gradually because teacher is no longer a superior， and students will not obey teacher blindly. The acquisition of information is mainly by students’ own thinking. If they have different conclusions， students will communicate with their teachers promptly to discuss. 2.2.3 Promote learning
In today’s society， human capacity has reached a certain limitation， and it is difficult to rely solely on the human brain to accumulate knowledge. Only when the students have the ability to use knowledge， can they achieve the development and innovation of knowledge. Analysis of the teacher-student relationship in America shows that students are no longer passive subordination， but take the initiative to acquire knowledge. They know knowledge can be acquired without relying on teacher. It’s a more conducive method for the progress of the student by taking the initiative to access， to analysis， and to discuss the information.
3. Disscuss
The huge difference between Chinese and American nursing classroom is closely related to the nations’ culture and condition. Chinese traditional culture treat teacher as their father for lifetime， honor the teacher and respect his teaching thoughts； however， what mostly emphasized in United States are independent， innovation， freedom， and equality. In addition， the Discussion Teaching is more suitable for small class in America. But our country has a large population and most of the university classes are combining- class， it is very difficult to obtain good result， even using the Discussion Teaching. These huge cultural differences determine the differences of Chinese and American classroom culture. Therefore， how to introduce the successful factors of American education into ours is what we should continue to work hard on.
References：
[1]馬炳光.浅析中美师生关系特点之差异[J].中共济南市委党校学报，2008，（1）：51-53.
[2]Xiaojun Liu.Research on the Relationship between Teachers and Students from the Psychological Aspect[c].2012 International Conference on Education Reform and Management Innovation，2012，
[3]Du Xiaomei.Harmony：the core of the new relationship between teachers and students[J].Educational science.2008（10）.
[4]曾祥海，纪则泉.浅析中美高等教育在医学课堂文化上的差异及体会[J].解剖学研究，2012，34（6）：464-468.
作者简介：费杨（1982.4-），女，黑龙江哈尔滨人，硕士，讲师，主要研究方向：护理教育、妇产科护理学。
【Key words】nursing education； classroom culture； teacher； student
In order to improve my teaching ability and to know the advanced education and teaching philosophy in the world， I went to the United States in 2014 as an academic visitor in nursing education. I deeply feel that there are great differences between Chinese and American nursing classroom culture， American nursing education has its own unique Advantages. I hope readers can get some experience in this paper to improve their nursing education.
1. Analysis of the current situation and characteristics of nursing classroom teaching between China and America
1.1 The composition of teachers
Traditional class teaching work in nursing education in China is done by only one teacher who is supposed to explain and check the learning effect. In contrast， the teaching work in every American nursing class is completed by the collaboration of two or three teachers， including a Lecturer and one or two teaching assistants. The lecturer is responsible for teaching rhythm， while assistant is responsible for replenishing the missing or asking questions with the other students and they can stand in front of the podium or everywhere they want.
1.2 Forms of theoretical teaching
In Chinese nursing classroom， the teaching of knowledge is the main task， and students are at the receptive and passive end during the teaching process. In most cases syllabus is the key guidance for teacher to do their work. They need to prepare the teaching plan， and point out the focus and difficulties during teaching according to the syllabus.
In America， teacher will show a form about course arrangement to students at the beginning of the course， so the students can preview the book before class. The methods for teaching are very diverse in their class， including discussion， demonstration， PBL （Problem Based Learning） teaching mode is adopted in most of their teaching. A question is raised first by teacher， and then the students are divided into several groups to discuss the question to improve understanding. Compared with ours， the nursing education in USA does not pay much attention to the memory of knowledge， but the exploration and extension of knowledge. Therefore， teachers do not require a standard answer and encourage students to put forward different opinions by debating with the student. 1.3 Forms of experimental teaching
Experimental teaching is an important part of nursing teaching. Through the study of experimental course， the nursing student will master different nursing operation technologies and nursing practices， which will shorten the gap between campus learning and clinical practice.
China’s nursing experimental teaching focuses on the role of teacher， emphasizing the integrity and continuity of the operating procedures. After teacher’s demonstration， students will practice the nursing skills in groups. Teacher will check the students’ operation and point out the problems promptly and correctly， and also remind the students to avoid missing and wrong operation.
The students are encouraged to make mistakes in America， which is quite different from us. They will accumulate experiences， discover the link between the mistakes， and finally find out a way to keep away from the mistakes. This is a good method for students to avoid mistakes in the clinical service in their future work.
2. The difference of teacher-student relationship between the two countries
2.1 In China： active and passive relationship between teachers and students
We usually focus on the active role of teachers in China， and emphasize the intervention and control of the teaching process in order to get good marks. Although discussion on the subject between teacher and student continues to develop under the impact of modern education concept， the influence of traditional culture still remains and affects the teaching mode. The active and passive relationship between teachers and students has the following characteristics：
2.1.1 Unidirectional
Unidirectional is a significant feature of our teacher-student relationship. Teacher alone will do the whole work， e.g.， formulation of teaching objectives， teaching content， evaluation to teaching effect. Traditional teaching emphasizes on acceptance and mastery of knowledge and neglects discovery and exploration. So students purely accept the book knowledge passively. Lack of good interaction and feedback between teachers and students is not conducive to the learning of knowledge. Some scholars have conducted the research on the behavior of Chinese classroom. Results show that the behavior frequency of answering question is as high as 93.8%， while the proportions of asking questions and objections are only 1.7% and 2.7%， respectively. The lack of communication between teachers and students can be observed . 2.1.2 Greater psychological distance
The traditional teaching mode determines that the teacher is in a position of authority and the student is in a subordinate status. There is great mental distance between them. Discipline and authority are most important things in the class， and students are afraid to communicate face to face even if they have different views or opinions. This relationship between teachers and students is not good for students’ creative thinking， and it is not conducive to the development of students’ unique personality.
2.1.3 Promoting teaching is better than promoting learning
Students are in a subordinate position in teacher-student relationship， and their dependence on teachers is continuously strengthened. Mathematician Piaget said， “All truths are to be obtained by the students themselves， or by their active discovery， at least by their reconstruction rather than simply transmission.” The relationship between teachers and students reduces the students’ subjective motivation， is not conducive to students’ creative thinking and learning， and often makes excellent teachers but mediocre students.
2.2 In USA： Guidance and cooperation relationship between teachers and students
Classroom teaching is deeply influenced by Rodgers Carle who is famous for non-directive teaching. He believes that the task of teaching is to create a suitable and reasonable condition， to provide effective self-learning environment， to promote the development of students’ potential， so that students become a real self-actualization. To sum up， its characteristics are as follows：
2.2.1 Bi-directional
The teacher-student relationship is a two-way relationship； both teachers and students interact with each other. Affect the development of the students not only teachers， students will be counterproductive for teachers. Knowledge transfers between teachers and students， and the student is no longer a passive listener， but will think initiatively. The information obtained in the thinking and discussion can be transmitted directly to the teacher. In this way， teachers will get feedback from students in time， and knowledge is constantly circulating among teachers and students. Students’ open mind is also a useful complement to the teaching of teachers. This relationship changes the methods of communication， and also benefits teachers as well as students.
2.2.2 Less psychological distance
The psychological distance between teacher and student will be reduced gradually because teacher is no longer a superior， and students will not obey teacher blindly. The acquisition of information is mainly by students’ own thinking. If they have different conclusions， students will communicate with their teachers promptly to discuss. 2.2.3 Promote learning
In today’s society， human capacity has reached a certain limitation， and it is difficult to rely solely on the human brain to accumulate knowledge. Only when the students have the ability to use knowledge， can they achieve the development and innovation of knowledge. Analysis of the teacher-student relationship in America shows that students are no longer passive subordination， but take the initiative to acquire knowledge. They know knowledge can be acquired without relying on teacher. It’s a more conducive method for the progress of the student by taking the initiative to access， to analysis， and to discuss the information.
3. Disscuss
The huge difference between Chinese and American nursing classroom is closely related to the nations’ culture and condition. Chinese traditional culture treat teacher as their father for lifetime， honor the teacher and respect his teaching thoughts； however， what mostly emphasized in United States are independent， innovation， freedom， and equality. In addition， the Discussion Teaching is more suitable for small class in America. But our country has a large population and most of the university classes are combining- class， it is very difficult to obtain good result， even using the Discussion Teaching. These huge cultural differences determine the differences of Chinese and American classroom culture. Therefore， how to introduce the successful factors of American education into ours is what we should continue to work hard on.
References：
[1]馬炳光.浅析中美师生关系特点之差异[J].中共济南市委党校学报，2008，（1）：51-53.
[2]Xiaojun Liu.Research on the Relationship between Teachers and Students from the Psychological Aspect[c].2012 International Conference on Education Reform and Management Innovation，2012，
[3]Du Xiaomei.Harmony：the core of the new relationship between teachers and students[J].Educational science.2008（10）.
[4]曾祥海，纪则泉.浅析中美高等教育在医学课堂文化上的差异及体会[J].解剖学研究，2012，34（6）：464-468.
作者简介：费杨（1982.4-），女，黑龙江哈尔滨人，硕士，讲师，主要研究方向：护理教育、妇产科护理学。