Inactive Classroom Atmosphere in China: Predicament and Constructivist Solutions

Abstract

Building an engaging and intriguing classroom atmosphere is considered one of the most effective strategies instructors may employ to promote learning in the classroom. Along with the development of China's educational policy, the concept of classroom atmosphere has attracted increasing attention from domestic scholars. However, it raises high demands for current Chinese teachers, who are more adaptable to teacher-centred and exam-oriented teaching methods, to create positive teacher-student interactions and an active classroom atmosphere. This paper explores the current dilemma of China's classroom atmosphere and their culturally based references and then expands on possible teaching styles from the view of constructivism by comparing different examples and presenting convincing results. By introducing constructivism and several fellow ways of learning and discussing the origin and the overall outcome of those ways attempt to find a utilized way for educators to deal with the issues and inconveniences they are currently facing, and ultimately provide a reasonable and accurate suggestion for those who are concerned.