According to a report released by Institute of Education Tsinghua University, Chinese colleges and universities lag far behind in the fields of academic challenge, cooperative learning initiative, student-teacher interaction, and so on, when compared to U.S. research universities, China Youth Daily reported.

The survey collected over 20,000 samples from 23 undergraduate institutes in China. Based on these data, three quarters of Chinese students have never discussed scores or assignments with their lecturers (whereas in same-level U.S. institutions, this applies to about 7% of students); half of the Chinese students have never talked about their career plans and thoughts with their teachers (the rate in same-level U.S. institutions is about 21%); 35.6% of the students have never got timely feedback on their academic performance from teachers (in same-level U.S. institutions, this rate is about 7%).

The report puts forward that the traditional concept of a teacher's authority exerts much influence on the interaction between teachers and students.

The survey also shows that when asked about "whether they put forward questions or participate in discussions in class", more than one fifth of Chinese students answered with "never" (in same-level U.S. institutions, this goes for only 3% of students), only one tenth of Chinese students chose to answer with "often" or "very often" (in same-level U.S. institutions, this rate is about 63%).

(China.org.cn May 17, 2012)

據《中國青年報》報道，清華大學教育研究院發布報告稱，同美國研究型大學相比，我國高校在學業挑戰度、主動合作學習水平和師生互動等方面，均存在較大差距。

該課題從全國23所本科院校收集兩萬多份調查樣本，數據顯示，有四分之三的中國學生從未和任課老師討論分數和作業（美國同類院校約7%）；有一半的學生從未與老師討論自己的職業計劃和想法（美國同類院校約21%）；有35.6%的學生的學習表現從未得到老師及時的反饋（美國同類院校約7%）。

報告分析稱，傳統的師道尊嚴觀念使教師高高在上，影響到師生互動。

調查數據還表明，我國高校在“課上提問或參與討論”題項上，有超過五分之一的學生選擇“從未”（美國同類院校只有3%），只有十分之一的學生選擇“經常”或“很經常”（美國同類院校約63%）。