Volume 3,Issue 7
Divergence and Convergence of Speech Education between China and the United States from the Perspective of University General Education
Marked disparities exist between China and the United States in both the connotation and extension of speech education. From the perspective of university general education, an in-depth examination of the origins of divergence, the variations in practice, and the pathways toward integration holds both theoretical and practical significance. The fundamental sources of divergence lie in distinct cultural genes, collectivism versus individualism; political traditions, literary remonstration versus civic debate; and educational philosophies, moral orientation versus pragmatism. These underlying contrasts have resulted in systematic differences across multiple dimensions, including educational philosophy and objectives, instructional content and models, and assessment systems and standards. By advancing the transition from skill transmission to literacy integration, pursuing a balance between moral emotion and rational argumentation, and constructing a process-oriented and multidimensional evaluation framework, this study explores an innovative developmental pathway grounded in cultural self-awareness and cross-cultural integration. The ultimate goal is to establish a speech education system that is both rooted in indigenous cultural spirit and oriented toward global vision and future development, thereby promoting the continuous innovation and reform of university general education.
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