跨文化冲突可以定义为冲突的产生，并可能加剧或延续下去，被卷入冲突的群体之间的文化差异。一个人的文化告诉他或她的世界观、道德准则、判断、思想或对他人的看法[ 1 ]。学生和教师之间冲突的最常见原因是学生评估的不充分。通常在考试和考试时，教师的主观意见与学生的主观期望相一致。例如，许多学生无理要求增加分数。而且，有些老师几乎从不把“优秀”放在心上，这样的老师相信只有他们对这个学科有很好的了解。这样的老师总是与学生冲突。一些教师仍然低估了根据学生个人特点的评价。同时学生在实践课中的反驳和讲座不可接受的行为，导致教师的消极态度。有时，考虑到学生对自己知识的评估不足，学生会与老师发生冲突。但大多数学生并没有表现出负面情绪——敌意、仇恨、嫉妒、不信任、报复，然后冒犯学生告诉他的朋友。我认为最准确的分类是由M. Talen提出。他把所有可能的教学交流方式分为7种模式。
Cross-cultural conflict can be defined as conflict generated, and perhaps exacerbated or perpetuated, by cultural differences among the groups involved in the conflict. A person's culture informs his or her worldview, moral code, judgments, and ideas or perceptions about others .The most common reason for conflicts between students and teachers - the inadequacy of assessing students. Often (during examinations and tests) there are situations when subjective opinion of teacher comes up against subjective expectations of the student. Many students, for example, unreasonably require to increase the score. And also, there are teachers who are almost never put "excellent", such teachers are convinced that only they have an excellent knowledge of the subject. Such a teacher is always in conflict with the students. Some teachers nevertheless understate assessment based on the personal characteristics of the students. Also students retorts in practical classes and their unacceptable behavior during lectures cause negative attitudes of the teacher. Sometimes, considering assessment of their knowledge as inadequate, students come into conflict with the teacher. But most of the student just does not show negative emotions - hostility, hatred, jealousy, mistrust, revenge, and then offended student tells his friends about it.For today, developed many classifications of pedagogical communication between teachers and students. I consider that the most accurate is the classification suggested by M. Talen. He divided all possible styles of pedagogical communication on 7 models.