喜福會(huì)中中美教育的沖突與融合

1、ContentsChinese Abstract 2English Abstract31. Introduction41.1 Intercultural Communication & Education41.2 Introduction of the Novel41.3 Literature Review42. The Conflicts Between Chinese and American Educations62.1 The Conflicts Between Chinese and American Educations62.1.1 The Conflicts Between Ch

2、inese and American Parents62.1.2 The Conflicts Between Chinese Parents and American Daughters72.2 Reasons for the Conflicts Between Chinese and American Educations82.2.1 Individualism and Collectivism82.2.2 High and Low Context Cultures82.3 Influence of the Conflicts Between Chinese and American Edu

3、cations92.3.1 Influence on Child Development92.3.2 Influence on Family Life93. Integration of Chinese and American Educations103.1 The Integration of Chinese and American Educations103.2 Reasons for the Integration of Chinese and American Educations103.2.1 Intercultural Adaptation and Cultural Ident

4、ity103.2.2 The Complementation of Chinese and American Educations113.3 Influence of the Integration of Chinese and American Educations114. Conclusion11References13淺談小說喜福會(huì)中中美教育的沖突與融合摘 要在中美兩國交流日益頻繁下，不同文化背景的兩國存在家庭教育的差異。本文通過分析小說喜福會(huì)中四對(duì)母女關(guān)系的轉(zhuǎn)變，從家庭教育的角度比較中美家庭教育的沖突，解讀中美家庭教育的融合的可能性。本文主要采用對(duì)比分析、案例解讀等方式，從跨文化交際視

5、角探討中美家庭教育的沖突和融合的問題。本文也指出，探析喜福會(huì)中美教育的沖突和融合可以為我國教育改革提供啟發(fā)。關(guān)鍵詞：喜福會(huì)；家庭教育；沖突；融合The Conflict and Integration of Chinese and American Education in the Novel The Joy Luck ClubAbstractWith the exchanges between China and the United States getting closer, there are differences in family education between the tw

6、o countries with different cultural contexts. By analyzing the change of mother-daughter relationships in the novel The Joy Luck Club, this paper compares the conflicts between Chinese and American family educations from the perspective of family education, then interprets the possibility of the int

7、egration of Chinese and American family educations. This paper mainly adopts comparative analysis and case interpretation to discuss the conflicts and integration of Chinese and American family educations from the perspective of intercultural communication. This paper also points out that the analys

8、is of the conflicts and integration of Chinese and American educations in The Joy Luck Club can provide inspiration for Chinas educational reform.Key words: The Joy Luck Club; family education; conflict; integration1. Introduction1.1 Intercultural Communication & EducationAs is well known, intercult

9、ural communication is of great importance to China. Chinese people and people around the world have different languages and beliefs. The communication between them can be called intercultural communication (沈國放, 趙啟正, 2008). Intercultural communication refers to the social phenomenon of mutual commun

10、ication among ethnic groups living in different countries, backgrounds and cultures (冉亞維, 2016). Different cultural contexts produce different values. People who grow up in two cultural contexts cannot avoid all kinds of conflicts in communication. Education is the fundamental way of a countrys cult

11、ural continuity. It can increase the young generations recognition and tolerance of other cultures, reducing cultural conflicts, promoting intercultural understanding and integration, and cultivating intercultural talents (夏武華, 劉成, 2007). Culture influences education, and education reacts on culture

12、. Therefore, education and culture are inseparable. Intercultural education is conducive to enhancing peoples communication and exchange, reducing unnecessary cultural conflicts, and promoting cultural exchanges and cooperation among countries. The educational research in the novel The Joy Luck Club

13、 has far-reaching practical significance for the study of intercultural communication.1.2 Introduction of the NovelThe Joy Luck Club is one of the representative works of the famous Chinese American writer, Amy Tan. The Joy Luck Club focuses on four Chinese American immigrant families who started a

14、club named“The Joy Luck Club”where they could play one kind of typical Chinese games, Mahjong. The novel reflects the conflicts and integration of Chinese and American educations by telling the story from conflict to mutual understanding between mothers and daughters. Among four pairs of mothers and

15、 daughters, the most obvious and the fiercest contradictions happened between Waverly Jong and Lindo Jong and between Jing-Mei Woo and Suyuan Woo ( Zheng Qingying, 2019).Amy Tans literary works have a strong oriental color and are popular in the mainland of America. It has an important impact on the

16、 thoughts of Chinese Americans and the growth of a generation of Chinese Americans (賈繼南, 2015).1.3 Literature Review1.3.1 Research Status at AbroadOverseas researches on the novel The Joy Luck Club mainly focus on identity and inter-generation. For example, Angela back (1994) believed that Chinese c

17、an integrate other cultural elements with Chinese culture to form a dual identity. The four daughters in the novel have dual identities, which means that they have to make double efforts to discover their American and Chinese characteristics. This kind of self discovery is reflected in the conflict

18、and integration between the native family and the Chinese mother, as well as the American society in which they live. Anderson, Hollis June Davis (2004) discussed that the generational conflicts of contemporary Chinese-American women are examined in Amy Tans The Joy Luck Club as they attempt to blen

19、d two diverse cultures into one. It emphasizes the importance of cultural attitude to women and the recognition of self-worth and identity of mothers and daughters.1.3.2 Research Status at HomeLi Jingjing (李晶晶, 2011) studied the differences between Chinese and American educational culture from the c

20、onflicts between mothers and daughters in The Joy Luck Club. Starting from the conflicts between mothers and daughters, she analyzed the differences between family core values and family education methods.Based on the educational culture of China and the United States, Zou Ronghua (鄒榮華, 2016) studie

21、d the differences of family values between China and the United States in the novel The Joy Luck Club and the reasons for the differences and discussed in detail the different views of family education and marriage, showing that the exchange and integration of different cultures promote family harmo

22、ny and social stability.However, Wang Yaping (王雅萍, 2012) and Liu Qun (劉群, 2010) chose several family values to analyze the mother-daughter conflicts in the novel The Joy Luck Club from the perspective of family education, discussing the differences between Chinese and American family education and t

23、he reasons.From The Joy Luck Club, An Man (安曼, 2014) studied the antagonism and complementation of Chinese and American family educations and concluded the differences in the concepts and methods of Chinese and American family educations. The above studies all involve family education and analyze th

24、e mother-daughter conflicts and its causes from the perspective of family education.Scholars at home and abroad had significant studies in the study of Chinese and American education in the novel The Joy Luck Club, which provides a lot of materials and methods for the research of this paper, thus la

25、ying the research foundation of this paper. From the perspective of the research situation, most of the research mainly studies the differences, reasons and influences of the family education views and marriage views in the novel The Joy Luck Club from the perspective of family values, highlighting

26、the conflicts and integration of Chinese and American cultures. The research scope of family values is relatively large, while there is little research on the conflicts and integration of Chinese and American family educations in the novel The Joy Luck Club. To sum up, this study focuses on the conf

27、licts and integration of Chinese and American educations under the mother-daughter conflicts in The Joy Luck Club from the perspective of family education. This paper mainly adopts case analysis, comparative analysis to analyze the reasons and influence of the conflicts and integration of Chinese an

28、d American educations in the novel, and then considers how Chinas family education can educate better children under intercultural exchanges, improving Chinas family education level, and promoting the development of Chinas education.2. The Conflicts Between Chinese and American Educations 2.1 The Co

29、nflicts Between Chinese and American Educations2.1.1 The Conflicts Between Chinese and American ParentsChinese parents make much account of their authority in the family. They are strict with their children and seldom ask for their opinions. They believe that children should obey their parents wishe

30、s and not be allowed to have independent opinions. Chinese parents are used to arranging everything for their children, hoping to cultivate their children into talents and have a bright future (鄒榮華, 2016). “Only two kinds of daughters,” Suyuan shouted in Chinese. “Those who are obedient and those wh

31、o follow their own mind! Only one kind of daughter can live in this house. Obedient daughter!” (Amy Tan, 1989:312). Suyuan deemed that her daughter had a talent for music. She hoped that her daughter obey the arrangement and study to play piano well in order to become a piano player in the future. I

32、nfluenced by the concept of family education in China for a long time, Suyuan often taught her daughter in the traditional ways of education and imposed her own wishes on her daughter, ignoring the idea of her daughter as an independent individual (孫晶, 2018).On the contrary, American parents attach

33、importance to their childrens free development, taking into account their childrens interests and personality development, and respecting their childrens opinions and needs. American parents often use the way of guidance and inspiration to let their children do what they can independently (王雅萍, 2012

34、).In addition to the differences in the ways of family education, Chinese and American parents have different educational purposes. There is a competitive mentality among Chinese parents, who tend to place high hopes on the next generation, hoping that their children will bring honor to the family (

35、鄒榮華, 2016). Jing-Mei recalled that they grew up in the competition of their mothers. “From the time we were babies, our mothers compared the creases in our belly buttons, how shapely our earlobes were, how fast we healed when we scraped our knees, how thick and dark our hair, how many shoes we wore

36、out in one year, and later, how smart Waverly was at playing chess, how many trophies she had won last month, how many newspapers had printed her name, how many cities she had visited.” (Amy Tan, 1989:59) The two Chinese mothers wanted to cultivate their daughters into successful people, whose succe

37、ss brought honor to the whole family, but they ignored the importance of their childrens ability (李彥霏, 2015). Their high expectations made their daughters depressed and rebellious. Finally, the relationship between mothers and daughters began to diverge.However, American parents have a relieved atti

38、tude to educating children. It is not important for their children to have won or will win how many trophies or awards. They pay more attention to their childrens social viability, environmental adaptability and practical ability (鄒榮華, 2016).2.1.2 The Conflicts Between Chinese Parents and American D

39、aughtersMothers educational methods sometimes enlarge the conflicts of mothers and daughters. In Chinese families, parents have absolute authority. Most parents tend to think that they can decide everything about their children ( Zheng Qingying, 2019). They arrange their childrens lives according to

40、 their own expectations, regardless of their childrens interests and hobbies. As they see it, its a common and normal phenomenon for children to obey their parents arrangements. For instance, when Suyuan quarreled with her daughter, she shouted that her family only needed an obedient daughter. But f

41、or their children, they didnt agree with this thought. They were educated in the United States and influenced greatly by the ideas of equality, liberty and democracy ( Zheng Qingying, 2019). Each one was an independent person. Even their parents had no right to force them to do anything they do not

42、want to do. Just as what Jing-Mei responded to her mother, “You want me to be someone that Im not! Ill never be the kind of daughter you want me to be!” (Amy Tan, 1989:311). Jing-Mei thought that too much interference in their lives brought some trouble for them, rather than mothers love. Parents ca

43、n be a beacon for their children, helping children find the right direction when children need it, but they cant make all the decisions for their children.The mothers strict approach was not accepted by their children, to a certain extent, which further damaged their relationship. The mothers annoyi

44、ng guidance was more than their daughters could bear. Children were not willing to set their goals according to their mothers expectations, and they were not satisfied with working hard for others dreams. “I told my daughter, Use your horses to run over the enemy. She won very quickly this way.” Lin

45、do said (Amy Tan, 1989:373). But Waverly was ashamed of her mothers behavior. She hated that her mother tried to take away all the honor. So Waverly shouted at her mother, “Why do you have to use me to show off? If you want to show off, then why dont you learn to play chess.” (Amy Tan, 1989:205). Sh

46、e believed that success was a matter of individual effort, not of their mother.2.2 Reasons for the Conflicts Between Chinese and American Educations2.2.1 Individualism and Collectivism The understanding of collectivism and individualism can reflect the influence of cross-culture on the educational c

47、oncepts of China and the United States. This conflict between collectivism and individualism is reflected in The Joy Luck Club. China is a collectivist country, with a high degree of recognition for collective behaviors, believing that individuals should obey collective arrangements and safeguard co

48、llective honor (賈繼南, 2015). Chinese have long been influenced by collectivism to emphasize harmony and responsibility. In China, family is the center and the gaining of “face” is valued to win the honor for a family. For the four Chinese mothers, the interests of family is superior over that of daug

49、hters who should assume the responsibility to struggle for family (Qian Qiuyue, 2015). On the contrary, the Western cultural concept pays more attention to the individual value of human beings and less attention to collectivism. Americans advocate individualism and value the self-fulfillment of indi

50、viduals, rather than that of the family. Americans advocate the independent way of life which stimulates childrens individual potentials and creativity. Chinese mothers hope their daughters to stand out among others in order to win reputation for family. For example, Suyuan hoped to train her daught

51、er to be a pianist and win honor for her family. So she did housework for an old retired piano teacher down the hall who gave her daughters lessons and her daughter could have a chance to use the piano for practice for free. Lindo liked to show that Waverly was “Chinatowns Littlest Chinese Chess Cha

52、mpion” (Amy Tan, 1989:302), which was her pride. But the flaunt made both Waverly and Jing-Mei feel embarrassed. Because they received the education of American culture, their thoughts were deeply influenced by American individualism cultures. They didnt understand what their mothers had done for th

53、em, and they tried to break away from their mothers. They preferred to achieve their own self-worth within their own interests rather than win honor for their families (Qian Qiuyue, 2015).2.2.2 High and Low Context Cultures In high context culture, people get more information in communication, which

54、 is contained in social and cultural environment or internalized in the hearts of communicators. Obvious language code contains less information. In low context culture, most information is encoded in the specific languages, while only a small amount of information is contained in implicit environme

55、nt(霍爾, 1988). In terms of expression, members of high-context culture use the implicit and indirect language, and usually do not express their feelings overtly, while members of low-context culture like to communicate with others frankly and openly, and express their feelings explicitly (羅晶, 2018).F

56、or example, Lindo showed off her daughters achievements by complaining that “All day she play chess. All day I have no time do nothing but dust off her winnings.” (Amy Tan, 1989:302). And Suyuan said that “Our problem worser than yours. If we ask Jing-Mei wash dish, she hear nothing but music. Its l

57、ike you cant stop this natural talent.” (Amy Tan, 1989:302). The high-context culture is vividly reflected in the novel where Chinese mothers showed their daughters excellence through implicit languages. However, people in a low-context culture mistakenly think that this is a criticism to their daug

58、hters, because their expressions are more direct and clearer (王博, 2012). It is inevitable that there will be difficulties and even conflicts in the communication between members of high and low context cultures.2.3 Influence of the Conflicts Between Chinese and American Educations2.3.1 Influence on

59、Child DevelopmentImproper behaviors of parents can easily lead to rebellious character of children. In traditional Chinese culture, the family status of parents and children is very unequal. Parents will command their children to do what parents think is right in an authoritative manner and rarely ask for thei