Are there any objections between theory and practice in the context of Asian teaching situations? If so, what are they?

There is much within this question that poses some
challenges in answering effectively.  The most primary of them in my mind is the term
"Asian teaching situations."  Attempting to make a blanket statement about all of the
teaching in Asia might be a bit too reductive for my tastes.  Additionally, it presumes
that there is a standard model, accepted and standardized all over the continent.  This
might not be the best way to go on this.  The other issue is the use of the word
"objections."  Perhaps, it might be better to focus on the idea of theory and practice
as well as the gap between the two.  With these in mind, I guess that I will try to
forge an answer that might only confuse the issue even
more.

I think that the teaching models all over the world
are being questioned and reexamined in light of the 21st Century workplace our students
will be entering.  No one knows what this is going to be like.  Not many were able to
make the call ten years ago that the current wave of education would so heavily involve
technology in the manner it does right now.  In America, not many would have been able
to foresee the specific challenges schools are facing in meeting the demands of
legislation of "No Child Left Behind."  Ten years ago, few would have grasped how strong
the reality would be of "the rise of the rest," as Zakaria says, in articulating the
growth of nations like India, China, and Brazil on the world economic stage.  All of
this is to say that few people have a full understanding of where the job market's
direction will be and even fewer have an iron clad vision of how education will change.
 The one thing that is known that all of the paradigms that teachers all over the world
have embraced for years will have to be reassessed in making sure that we are preparing
our students to be competitive in this undefined and, frankly, unknown workplace
setting.  This will mean that our traditional models of testing and assessment,
curriculum and pedagogy, approaches to theory and practice will all have to undergo
severe examination in making sure that they are preparing students for the future
workplace, as opposed to workplaces that no longer exist.