Comparing the differences between student-centered classroom and teacher-centered classroom in three ways

In traditional education, teachers are the center. Students’ learning is often limited to the classroom and the content of the books. Students are only passive recipients of knowledge. In China, the traditional classroom teaching form is “three unifications”, that is, unified class time, unified class progress, and unified course examinations. However, no matter which level of students, there are differences in learning interests, abilities, ways of thinking, ambitions, and these differences also change with time and place. The education of traditional classrooms ignores the personality of students. At the same time, it inhibits students’ creativity and innovative spirit.

At present, many educators have begun to explore how to better apply constructivism to the classroom. Here are a few key factors that distinguish between constructivism and traditional classrooms:

• The role of the learner

 Constructivism classrooms treat learners as unique individuals, and teachers respect each student’s ideas and answers. However, traditional classrooms only focus on the commonality of learners. The syllabus is designed for all students and attempts to develop a common standard to test academic achievement.

• Motivator

Constructivism classrooms encourage students to achieve a sense of accomplishment and self-confidence by completing tasks and solving problems. (Gray, 1997) However, in traditional classrooms, students gain confidence through teacher recognition and rewards, as well as reaching certain quantitative criteria.

• Classroom communication.

In the constructivism classroom, the communication between the teacher and the student is based on the purpose of mutual learning, so the learner can compare and find the best solution to the problem in the communication and interaction with the teacher and classmate. (Gray, 1997) However, in the traditional classroom, the teacher is the provider of knowledge, so it is difficult for the learner to have two-way communication with the teacher. They only need to remember the knowledge points taught by the teacher.

In summary, cultivating students’ initiative, practicality, and speculation is the emphasis of constructivism classrooms. In the context of constructivism, teachers should first change their mindsets and transform their role as a guide and communicator of the students, so that the classroom is truly student-centered.

References:

Gray, A. J. (1997). Constructivist teaching and learning. Saskatchewan School Trustees Association.