A Comparison of the Chinese and American Undergraduate Syllabi in Regard to Their Content and Style
Zhencong Liu, Tong Jia
Available Online June 2017.
- https://doi.org/10.2991/icmess-17.2017.55How to use a DOI?
- syllabus components; syllabus style; course syllabus; undergraduate syllabus; comparison of syllabi
- This paper aims to compare the Chinese and American syllabi for undergraduates in regard to their content and style. 36 syllabi of various majors in different universities were collected and compared. It was found that the common components in both Chinese and American syllabi are heading, course introduction, course aim, course requirements, textbook, course plan, teaching methods, homework and assessment, etc. The special components for American syllabi are academic integrity and course evaluation. As for style, the American syllabi are more self-contained and resourceful than their counterparts. With higher standards, they are also more specific, operational and practical. Their teaching methods are more flexible and interactive. Their assessments are various, evenly distributing through the whole semester while the Chinese syllabi depend more on the final exam. The American undergraduate syllabi are more morality-oriented while their Chinese counterparts are more skill-driven.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Zhencong Liu AU - Tong Jia PY - 2017/06 DA - 2017/06 TI - A Comparison of the Chinese and American Undergraduate Syllabi in Regard to Their Content and Style BT - 2017 International Conference on Management, Education and Social Science (ICMESS 2017) PB - Atlantis Press SP - 228 EP - 234 SN - 2352-5398 UR - https://doi.org/10.2991/icmess-17.2017.55 DO - https://doi.org/10.2991/icmess-17.2017.55 ID - Liu2017/06 ER -