-
**
理工学院
毕业设计（论文）
题目：
中美家庭教育观念及其根源对比
The Comparison
of Family Education Senses
and Roots
Between America and China
姓
名：
***
学
号：
***
专
业：
英
语
系
别：
外语系
指导教师：
***(
副教授
)
起止日期：
***
至
***
中美家庭教育观念及其根源对比
[
摘
要
]
家庭是
对儿童进行启蒙教育的最主要场所，对其日后良好习性的养成
和智力开发有着十分重要的
作用。
家庭教育的成功与否关系着一个人的一生，
现
在社会的发展需要高素质的人才，
而良好的家庭教育是培养高素质人才很关
键的
起点。由于中美两国社会制度，文化背景，教育目的等方面的不同，也给家庭教
育孩子的观念带来不同。
这些差异导致了两国孩子成人后在生存适应
能力上的明
显差距。
世界各国在培养新世纪人才的教育工程中，
都很重视家庭教育这一环节。
虽然家庭教育在我国已经引起了社
会各界，
特别是教育界的极大关注，
但是时至
< br>今日，
我国不少家庭的教育仍存在着误区。
本文通过指出
中国家庭教育存在的主
要问题
,
对中美
两国家庭教育相关方面
（内容
,
目的和
方法）
的显著差异进行比较，
然后根据这些因素的比较，
分析形成两国家庭教育差异的原因。
最后根据对比提
< br>出几点适合中国家庭教育的方法。
[
关键词
]
家庭教育
观念
根源
比较
I
The Comparison
of Family Education Senses
and Roots Between America and China
[Abstract]
The family is the most important place
for children to accept elementary
education
and it plays an
important role i
n children?s future to
develop
good habits
and
intellect.
The
family
education
is
related
to
a
person's
life.
Nowadays,
social
development needs high qualified
talents and good family education is the key point
to
the
high
qualified
talents.
Because
of
the
different
social
systems,
culture
backgrounds
and
education
aims,
family
education
for
the
children
is
different
in
many aspects between China and America.
These differences lead to the distance of
living
ability
of
children
between
the
two
countries
after
they
are
adults.
In
the
education projects of training new
century talents in the world, all the countries
put
family education in a very
important position. Although family education now
attracts
social
circles?
attention,
especially
educational
circles?
attention,
Chinese
family
education still have a lot of problems.
By pointing
out the main problems in
today?s
Chinese family education, this
paper compares the different family education
between
China
and
America
(mainly
on
aspects
of
family
education?s
contents,
aims
and
methods).
After
comparison,
the
paper
interprets
the
reasons
of
these
differences.
Finally, the
paper proposes some methods that suit Chinese
family education.
[Key Words]
family education
senses
roots
comparison
II
Contents
Introduction
.
..........................................
..................................................
.....................
1
Chapter 1
Main
Problems in Family Education
..........
..........................................
2
1.1 Main
problems in China’s family education
................................................
2
1.1.1 Too much
doting on children
....................
...........................................
2
1.1.2 Excessive
expectation on children
...............
........................................
2
1.1.3 Parents’
wrong leading and careless
ness on
children
........................
3
1.1.4 Parents’
Autocratic
Senses
..........
..................................................
.......
3
1.2
Main problem
s in America’s family
education
............................................
3
1.2.1 Parents
and children lack of communication
.....................................
3
1.2.2 Too much
attention to happy learning
................................................
4
Chapter 2
Family
Education’s
Process Between
America and China
.................
4
2.1 Different
family education’s aims between China and
Amer
ica
................
4
2.2 Different
family education’s senses between China and
America
..............
5
2.3 Different
family education methods between China and
America
.
............
7
Chapter 3
The Different Results Under
Different Education
...............................
9
3.1 American
family education’s results
............
.................................................
9
3.2 Chinese
family education’s results
............
..................................................
..
9
3.3 The more
suitable results on fitting the society
.......................................
...
1
0
Chapter 4
The Causes of Education
Differences Between China and America
10
4.1 Different history
backgrounds
.
....
..................................................
..............
1
0
4.2 Different economic
patterns
.
.......
..................................................
...............
11
4.3
Different social conditions
..................................................
..........................
11
4.4 Different traditional
cultures
..............................
.........................................
11
Chapter 5
Suggestions
................
..................................................
..........................
1
3
5.1 Changing
education aims, senses and methods
.
...............................
..........
1
3
5.2
Turning knowledge education into capability
education
.
..........................
1
4
5.3 The
conception of qualified education’s
setting
.........................................
1
4
5.4 Creative
and Successful education
..............
................................................
1
5
Conclusion
.................
..................................................
...............................................
1
5
Acknowledgements
...........
..................................................
.......................................
1
7
References
......
..................................................
..................................................
.........
1
8
III
The Comparison of Family
Education Senses
and Roots Between
America and China
Name
：
Dong Yuzhen
Number
：
51406087
Class
：
065141
Introduction
“Harry
Chester?s
Schools
for
Children
and
Institutes
for
Adults
(18
60)
says,
?Education
is
the
development
and
training
of
the
human
being
in
all
his
capacities,
spiritual,
intellectual
and
physical…?
.
”
（薛莲，<
/p>
2005
：
148
）
[1]
Education
is
a
highly
complicated
process,
it
is
connected
with
families,
schools
and
society
throughout
one?s whole life, and just as we know,
family, as a unit of society, is the first place
that
children
receive
education
and
get
in
touch
with
the
society.
In
the
dictionary,
the
definition
of
family
education
explained
in
this
way:
Parents
or
elder
generation
educate the child or teenage in family.
Family education is the basis of all education
which directly influence on the
training of competent personnel.
Different
society
needs
different
family
education.
Family
education
is
that
parents
educate their children, it is an important part of
the whole education system.
Since
entering twenty-first century, with the
development of the modern society, the
world
becomes
even
smaller.
The
communication
among
people
is
more
frequent,
more and more
parents have found that the family education is
very important to the
children. And
because of the heated competition of the current
society, they also hope
that their
children will have the high level
of
the education.
In the various ways of
family education, different results are
pronounced between Chinese and American. In
this paper, I will discuss the
education on children between America and China
from
four
aspects--the
problems,
processes,
results
and
causes,
and
after
the
discussion
I
will come up with some suggestions.
1
Chapter 1
Main Problems in Family
Education
When we are faced
with problems in the daily life, only by finding
the source of
the
problem
is
possible
for
us
to
find
a
solution.
Education
is
no
exception,
as
we
know,
Chinese and
American family education varies in the attitudes,
for this reason,
we
must
find
the
problems
before
the
discussio
n.
I
n
my
own
view,
in
China
and
America?s family education
there are problems as follows.
1.1
Main problems in China’s
family education
Chinese
parents alwa
ys pay attention to
children?s examination marks but ignore
their
independence.
Generally
speaking,
China's
family
education
mainly
has
the
following
four problems.
1.1.1 Too
much doting on children
It is known to
all that from the beginning of the 1980s, for the
sake of sustainable
and
harmonious
development,
our
country
has
introduced
the
one
child
policy
for
family planning, because
of which there has
been an increasing
number of families
with
one
child,
and
these
Chinese
children
had
been
considered
to
be
the
apple
in
parents?
eyes
since
then.
Based
on
the
aforementioned
contention,
parents
tend
to
over-indulge their children in a
surprising way that is absurd to Americans. It is
not
surprising to see Chinese parents
always try to do nearly everything for their
children
in
their
childhood,
such
as
helping
them
with
dressing,
having
meals
and
bathing.
They
give
their
child
so
much
love
that
he
or
she
maybe
cannot
live
without
the
parents. Moreover, parents attempted to
solve any problem what their children would
meet. So the children seldom run into
troubles. It leads to a situation that the
children
consider
themselves
as
the
most
important
one.
They
have
very
poor
independent
ability to live in the society. When
they leave their parents and meet problems, they
will feel depressed even desperate.
1.1.2 Excessive expectation
on children
In Chinese families,
parents show an excessive expectation on their
children. At
the moment a baby was
born, his parents have designed his future, no
matter whether
the
chi
ld
likes.
Parents
would
not
consider
children?s
feelings
and
abilities
just
enforce them living under the designed
future. They stand in their position to interfere
2
their
children?s natur
al development. After
school, parents take the children to various
ki
nds
of
lessons.
If
they
didn?t
get
a
high
mark
in
examinations,
they
would
be
punished. These are common
in China.
1.1.3
Parents’
wrong leading and
carelessness
on children
In
general,
children?s
morality
and
value
orientation
learn
from
their
parents
mainly.
So
parents
affect
the
children?s
minds
greatly.
If
parents
always
say
some
positive
words, such as ?Money makes the mare
go?
, the child may form a conception
that people live in order to make money
which is a wrong view of value. In other hand,
if parents sometimes endorse some wrong
behaviors, the child may form an idea that
those behaviors are right.
With the development of society,
people?s pressure become more and more heavy,
many young parents have to work
very hard to make money. They don?t
h
ave enough
time to get
along with their children. Even they are at home,
they are too tired to put
their
hearts
on
their
children.
They
simply
think
if
they
create
a
good
material
condition,
their
children
will
feel
happiness.
They
haven?t
realized
that
children?s
thought is not
mature enough to judge all the things, it is easy
for children to choose
the wrong way.
1.1.4
Parents’
Autocratic
senses
In some
Chinese families, parents require their children
should do whatever they
want their
children do. If the children do things against
their order, they will scold the
children. Even worse, they will punish
the children.
“A
questionnaire of 300 students in
a
middle school shows: Ninety percent of the
students had been punished!”
（管晓静，
[2
]
2005
：
24
）
Parent
s restrict their children strictly, they are so
autocratic that they can?t
bear
children don
?
t obey them.
1.2
Main problems in America’s family
education
Above
our analysis of the problems
on Chin
ese family
education?s
in relation to
China, America?s family
education mainly has the two problems
as following
.
1.2.1 Parents and children lack of
communication
In America, people think
that every member in a family should have his or
her
own space, they can't interfere
each other even they are in a family. When a
person is
3
18
years old, he may leave his parents. It means he
has little time to stay with their
parents
and
has
less
responsibility
to
their
parents.
But,
in
China
it
could
not
be
accepted, it may lose the
chances to communicate with each other.
1.2.2 Too much attention on
happy learning
To some
extent, happy learning is
good when
children are
young.
But,
in
fact,
everything
has
a
limitation,
only
pay
attention
to
“
happy
”
but
ignore
“
learning
?
,
children?s learning levels
would
be declined. American take happy
learning seriously.
For example,
you may find an America
child
who get used to happy
learning can?t
calculate without
calculator.
Chapter 2
Family
E
ducation’s
Process between America and
China
Although
family education is not a kind of systematic
education, it still has its
aims,
senses and methods, such as the school education,
which plays an important role
in
the
education
system.
For
many
things,
the
aims
determined
the
senses
and
methods,
family
education
is
no
exception.
In
this
chapter,
I
will
discuss
the
differences of the three aspects
between America and China.
2.1
Different
family education’s aims between China and
America
Aims determine
direction.
The aims of
family education are the core, which is
the basic
reason of the
different family education. Family education?s aim
is to train a
child with some
characteristics. Once the aim is determined,
education contents and
methods should
be chosen according to the aims. To some extent,
the different aims of
family education
can be thought of as different expectations of the
parents.
American family
education?s aims are to train the child into a
social man, who
can
deal
with
all
kinds
of
events
and
own
independent
ability.
It
is
not
a
high
expectation
, because “Social
man” is not
an utopia idea, but a
requirement which is
practical and easy
to achieve. So
“
American parents have a
relaxed attitude to educate
their
children.
They
are
good
at
finding
out
the
active
parts
from
their
children?s
individuality, and the children can
find their value f
rom family education.
”
（
142
）
[1]
In fact,
this
kind of education can achieve good results.
According
to
this
aim,
they
can
also
train
their
children?s
independent
ability.
4
Let?s see American children in
different periods. When they are
still
babies, they sleep
alone;
when
they
can
walk
by
themselves,
they
seldom
ask
parents
for
help;
when
they grow up, they own
their rooms and they should clean the rooms by
themselves.
They do what they can do
from childhood to make money by the way of
cleaning the
house, being a baby sitter
and
sending newspapers. When
they
go to
senior middle
school or university, they do part-time
jobs to make money for the cost of living.
Chinese family education?s aim is to
train the child into a talent, who has a bright
future. A bright future
means to get a good job in order to
lead a simple life. “Having
a bright
future” is not an ordinary aim that it is hard to
achieve. This aim is high and
full
of
utility.
Because
of
the
aim,
Chinese
parents
ignore
their
children?s
extraordinary abilities,
damage their imaginations, they only
concern about children?s
study
achievements. Their only requirement is that their
children can concentrate all
the
attentions
on
study.
In
the
end,
just
the
parents
themselves
kill
the
children?s
talents.
In
view
of
this,
although
Chinese
children
study
very
hard,
and
get
good
achievements,
lack
of
abilities
to
suit
this
society
sometimes
will
m
ake
parents?
expectation come to nothing.
2.2 Diff
erent
family education’s
senses between China
and America
The
aims
determine
the
senses
of
education.
Here
we
will
compare
China?s
family education?s
contents with America?s from next
points.
Much
to
my
surprise,
American
parents
are
liable
to
inject
the
idea
of
independence
to
their
children
since
their
childhood,
mainly
because
of
which
American
children
might
have
learned
that
they
should
be
self-
dependent
and
self-reliant
at
a
very
early
age,
and
strive
to
handle
things
themselves.
America
parents
pay attention to
children?s
all
-round study, it is
called “qualified education”
in
China, which includes physical
strength, social ability, emotion education and so
on.
To
enhance
children?s
physical
strength,
children
do
outdoor
exercises,
such
as
playing on a swing,
hiking. On the development of social ability,
children are required
to enjoy
themselves and share things with their friends. As
for the emotion education,
with the
help of the parents, children learn to enjoy
music, art or dancing.
Even though the
senses of Chinese family education are divided
into morality,
intelligence,
physical
and
art,
the
children
at
school
age,
intelligence
has
already
played
the
most
significant
role.
The
senses
of
education
become
imbalance.
In
physical, Chinese parents pay more
attention to children?s
nutrition; they
make great
5
effects to prevent their children from
diseases. Compared with American parents, this
kind of education is defensible, static
and passive. On intelligence, when the children
begin
their
school
education,
parents
supervise
children?s
study,
check
children?s
homework, buy extracurricular exercises
for the children. On art education, under the
current
Chinese
family
education,
most
children
are
being
arranged
with
assorted
extracurricular
classes
where
they
are
taught
to
learn
piano,
drawing
and
singing,
partly
because
parents
wish
children
to
develop
in
an
all-round
way
and
have
a
head-start
in studies than other children. The fact, however,
is that children may show
the least
interest in these classes that might seem dull and
boring in their minds. In
this way,
children are deprived of the freedom to dip into
things intriguing them to no
end
and
chances
are
that
finally,
children
are
bereft
of
ebullience
and
creativity
in
studying
finally.
This
blind
action
may
kill
children?s
talent,
it
will
give
too
much
pressure
to children. It is very possible that parents
spend a good deal of money and a
lot of
time but can?t get
an ideal effect.
Through
the
comparison
above,
we
can
find
that
Ame
rican
family
education?s
senses
are
substantial
and
scientific.
On
the
contrary,
Chinese
family
edu
cation?s
senses are narrow, and not scientific.
As stated above, first, Chinese parents pay more
attention to
children?s health fro
m which
is the low-level sense
, but ignore
Children?s
physical training, many
children lack of outdoor exercises, only stay at
home to watch
television. So the number
of getting adiposity becomes larger. Second, as we
know,
intelligence includes practical
ability and latent capacity. Practical ability is
what you
know, what skills and
knowledge you should master. Chinese parents
always ignore
skills, such as living
skill, working skill and communicative skill,
however, American
parents take these
skills seriously. In their opinion, these skills
are the basic quality to
stand on the
social stage. Latent capacities which are divided
into study ability and
creativity.
Chinese
parents
believe
that
their
children
are
receiving
high-level
education, in
fact, they only pay attention to the low-level
knowledge which just can
deal with
school examinations.
When
children come back home from school, Chinese
parents
always ask “Do
you
remember what the teacher teach?” or “Do you get a
good mark on today?s test?”
Yet,
American
parents
will
ask
“Do
you
ask
teacher
some
questions?”
or
“Is
the
lesson interesting today?”
These present Chinese
parents
? ideas of training creativity
should be improved.
6
2.3 Different
family educatio
n m
ethods
between China and America
The methods of family education are the
concrete measure of education senses.
The choices of which education methods
are connected close
ly to a nation?s
custom,
culture and history. At the
same time, it is restricted by education aims.
Conversely,
whether the parents can use
the scientific education methods properly is
connected to
the realization of family
education?s aims and contents
.
Generally
speaking,
“
in
American
families,
parents
mainly
use
an
equal
way
to
educate
their
children,
they
advocate
the
open
education.
They
respect
children?s
personality
and
rights.
Children
are
treated
as
independent
individuals
in
the
family.
Parents and children are equal.
< br>（
”
李盈，
2004
：
47
）
First,
they pay attention to practical
[3]
training, emphasis on
training children in practice instead of
preaching. In American?s
opinion, if
the children can do the work, let them do it.
Through the process of doing
the
work,
they
can
improve
their
recognition
of
things,
accumulate
experiences,
master
skills,
enhance
capacities,
develop
hobbies
and
consolidate
self-confidence
and responsibility. We can say,
American parents give the key of the door to
children
instead of opening the door
for the children.
Second,
American parents think play is the most important
thing when children
are young. In
America, children take part in all kinds of
activities, do a lot of outdoor
exercises. There are a lot of good
places for them to do exercises. On the weekend,
parents go out for tour with children.
In the process of playing, the children develop
their
intelligence,
such
as
imagination,
judgment
and
communication
with
other
people.
Chinese
family education?s methods lack of equality,
parents advocat
e the close
education. They don?t
treat
their children on the same level
as themselves.
Instead,
parents stand for the elder generation
and the children stand for younger generation.
First of all, they ignore the
importance of practical training, only pay
attention to
preaching.
In
their
opinions,
all
the
things,
including
what
the
children
can
do
by
themselves,
should be done by their parents. They require the
children to use every
second to study
hard. It is the reason why Chinese children learn
a lot of knowledge
but can hardly do
anything when they enter the society.
Next,
Chinese
children
always
have
endless
homework
to
finish,
always
have
different examinations
to face. They live under so heavy pressure that
they have no
time to do outdoor
exercises.
Because
of
different
education
types,
American
family
education
and
Chinese
7