The article’s main point is Chinese educators looking toAmerican classrooms. It explains the difference between theChinese and American learning students. Zhang a student who hailsfrom Beijing memorized an entire science textbook before his familysent him to high school in the US. Upon arrival at the high school,Zhang was very much ahead of his fellow freshmen in science and math.He could actually answer correctly before the teacher finishedspeaking. Zhang later on revealed that he would blurt answers outduring an interview while back home for summer. Ruifan tends todiffer with Zhang in that science is more than facts and formulasthus should be tested. According to Ruifan’s mother, she did notwant her son to become a book crammer and thus sent him to live andlearn halfway across the world. America has warned that China andIndia are poised to overtake the US in scientific achievement. In astandardized test that drew worldwide attention Shanghai, studentsfinished first in sciences as compared to US and Hungary students.The stellar test result obsession has dismayed many Chineseeducators. Chinese students unlike American students have fewerchances for scientific experiments and independence of thoughts. Theyare buried in homework and examination papers as their Americancounterparts discuss the latest models of airplanes and satellites.Efforts to transform the Chinese education system are underway. TheChinese need to spark innovative thinking to students through labequipments, which are viewed as unnecessary by most Chinese schools(Levin, 2013).
Levin, D. (2013). “Chinese educators look to American classrooms,”Education issue, New York times, science retrieved fromhttp://www.nytimes.com/2013/09/03/science/chinese- educators-look-to-american-classrooms.html?_r=2&