公共管理家庭教育中英文對照外文翻譯文獻

中英文對照外文翻譯(文檔含英文原文和中文翻譯)AComparativeStudyonFamilyEducationinAmericaandChinaAbstract:Inalifetime,familyisthefirstschool,inwhichparentsarethefirstteachersforthechildren.Childrenarethehopesofanation,andfamilyeducationistheelementaryeducationforchildren.Therearemanytypesoffamilyeducationintheworldandeachofthemshowsdistinctivefeaturesandiscloselyresponsivetoitsculture.AndAmericanfamilyeducationisthemostfamousoneamongthem.Therearegreatdifferencesintheconceptsofeducation,aimofeducation,methodsofeducationandcontentsofeducationbetweenAmericanfamilyeducationandChinesefamilyeducation.Thisthesiswillcompletethecomparativestudyfromthedifferences,thereasonsandtheresultsoffamilyeducationbetweenAmericaandChina.TheauthorhopestofindasatisfiedfamilyeducationmethodthroughcomparingthedifferencesbetweenAmericanfamilyeducationandChinesefamilyeducation.Atthesametime,theauthorhopesthisthesiscanprovidesomehelpfulsuggestionsforfamilyeducationinordertomakechildrengrowmorehealthilyandroundly.Keywords:familyeducationchildrendifferenceseducationforall-arounddevelopmentOutline：1.Introduction2.DifferencesbetweenChinesefamilyeducationandWesternfamilyeducation2.1Theconceptsoffamilyeducationaredifferent2.2Theaimsoffamilyeducationaredifferent2.3Themethodsoffamilyeducationaredifferent3.Thereasonsforthedifferencesmentionedabove3.1Differenthistoricalbackground3.2Differenteconomicform3.3Differentsocialconditions3.4Differenttraditionalculture4.ConclusionIntroduction:Familyeducation,schooleducationandsocialeducationarethethreebigandindispensablepropsofeducation.Theyareplayinganimportantpartinthewholeeducationalcause.Homeeducation,however,holdsamoreessentialpositioninthedevelopmentofapersonwhichiscloselyrelatedtotensofthousandsoffamilies’vitalbenefitsandurgentneed.Inthemodernsocietyincreasingattentionhasbeenpaidtofamilyeducation,makingitbecomeahotspotofsociety.Throughouttheages,scoresofintelligentmenhastakengreatdelightinthefieldofhomeeducation,andquitesubstantialprogresshasbeenachievedgenerationaftergeneration.Ingeneral,familyeducationmaintainsagoodmomentumofadvancement;andithasalreadybeenbroughtintothefocusofpeople.Butitiscannotbedeniedthatweakpointsstillexistinfamilyeducation.Nowadays,numerousproblemsemergefromfamilyeducation,especiallyinChina.ChineseandWesterntraditionalhomeeducationarebothgreatdealofdiversity.Thefamilyeducationisundertheinfluenceoftraditionalculture.Chinesesocietyattachesgreatimportancetofamilyeducation.China’srichculturaltraditionsofeducationincludeexcellentingredientsinhomeeducation.WhilewiththedevelopmentofeducationandtheintroductionofWesterneducationalthoughts,Chineseparentsshowalossofhelplessnessfacingthetraditionalandmodernthoughts。Becauseofthis,it’snecessaryforustocompareChineseandwesternhomeculturefromallaspects.DifferencesbetweenChineseandWesternfamilyeducation1.Theconceptsoffamilyeducationaredifferent.ThedifferenteducationconceptsbetweenAmericaandChinaleadchildrentoreceivedifferenteducation.InChina,manyparentsonlycareaboutwhetherthechildrenhaveapromisingfuture,agoodjob,agoodlifeornot.Basedontheseexpectations,themajorityofparentsfeelthattheirresponsibilityfortheirchildrenistocreateasgoodconditionsaspossibletheycansothatthechildrenwillnotworryaboutanythinginthefuture2.Chineseparentswouldliketoprovideeverythingwhattheycanfortheirchildrenintheprocessofchildren’sgrowth.Inshort,theywouldliketosacrificeanythingiftheirchildrencanlivebetterwiththeirhelp.Therefore,intheprocessofchildren’sgrowth,themostimportantthingtheparentsconcerningistodeveloptheirchildren’sintellect,exceptforcaringchildren’sdailylife.Inordertomaketheirchildrenhaveagoodperformanceinstudy,becomeoutstanding,orevenbecomeafamouspersoninthefuture,Theywouldnotletchildrendoanythingexceptstudying.Contrastively,Americanparentsgenerallybelievethatthegrowthofchildrenmustrelyontheirownstrengthandexperiences.Basedonthisconcept,mostAmericanparentsemphasizemoretotraintheirchildren’sabilityofindependenceoncetheyarebornbecausetheythinkthatchildrenshouldformaself-supportingwillandthecapacitytoliveindependentlysincetheirchildhood.Andthecapacitycomesfromthetrainingintheearlyage3.Inthefilm《GuaShaTreatment》4,thereisascenethatDatongorderedhissontoapologizetohisboss’ssonwhenhissawhissonwasfightingwithhisboss’sson.What’smore,heslappedhissoninthefacewhenhissonrefusedtoapologize,whichgavehisbossacquireashock.Hisbossbecameconfusedwhythefatherwouldshowtheregretbystrikinghisson.Thissceneandtheboss’sconfusionreflectthedifferentconceptsbetweenthetwocountries.TraditionalChinesefamilyeducationemphasizekindheartednessandbedience5,sowecansaythatChineseparentslikeDatonginthefilmalwayswanttomodeltheirchildren.Onthecontrary,Americachildrenhavemorerightsofautonomybecausetheirparentsemphasisonjusticeandfreedomintheprocessoffamilyeducation.2.TheaimoffamilyeducationisdifferentTheaimoffamilyeducationistofosterthechildrentogrowinsomedirectionbyfamilyeducation.Itistherestrictivefactorforthedirectionoffamilyeducation,decidingthegeneraleffectofit.Sotheaimoffamilyeducationisthecoreoffamilyeducationandthefundamentalreasonforthedifferencesbetweenthetwocountriesonfamilyeducation.Thereisanessentialdifferencebetweentwocountries’aimoffamilyeducation,withtoexpectthechildtobecomeanoutstandingpersonageandtohopethechildtobeancomprehensiveandindependentpersongivingexpressionstothedifference.TomostChineseparents,theaimisexpectingtheirchildtobea“dragon”,whichis“wangzichenglong”inChinese.ButAmericanparentstakehopingthechildtobeamanofabilitywhichis“wangzichengren”inChineseastheiraim.ForChineseparents,theiraimistodoanythingtosupporttheirchildrentogethighmarks.Whatformsapparentcontrasttoitis,Americaparentsgivetheirchildrenmoretrainingaboutimprovingabilities.Theytrytotraintheirchildrentohavetheabilityofadaptingtoenvironmentalvarietyandtheabilityoflivingindependently.3.ThemethodsaredifferentbetweenAmericaandChina.Thedifferencesofconceptsandaimcausethechildrentobetaughtbydifferentwaysandmethods.InChinesefamily,affectedbyChinesetraditionalculture,parentseducatechildrenby“control”and“seal”type.Therearethreetipsforit(1)Chineseparentsprepareallthingsfortheirchildrenindailylife.InChinesefamily,childrendon’thavetodoanyhousework.(2)Chineseparentsprotectthechildrentoexcessinsocialactivities.Manychildrenarepreventedfromexposuretotheouterworldbecausetheirparentsworryaboutchildren’sbeingaffectedbybadthings8.(3)Chineseparentshavearatherstrictattitudetowardchildren’sstudy.Parentsregardthegradesastheonlystandardforfuturesuccess.“TasksSea”strategyisoftenusedinstudy.Chinesechildrenaretiredofdoingmanyextraexercises.SoChinesechildrenspendmoretimeinstudyingthandoingotherthings.WhataboutAmericachildrenLet’stalkaboutthefamousfilm《ThePacifier》9.Inthefilm,itmaybeunconscious,butShaneWolfehadletthekidsmastermanyskillsbytrainingthemduringthetimewhenhecaredthem.SoAmericanparentsbringuptheirchildrenbythemethodof“l(fā)ettinggo”but“notindulging”toexercisechildren’sabilitiesofindependentliving.4.ThedifferentcontentsoffamilyeducationbetweenAmericaandChina.Thedifferencesoffamilyeducationbetweenthetwocountriesarealsoreflectedinthecontentsoffamilyeducation.AlthoughthecontentsofChinesefamilyeducationcanalsodividedintomoraleducation,intellectualeducation,physicaleducationandartisticeducation,intellectualeducationhasbeenthemostimportantonesincetheygotoschool.However,thecontentsofAmericanfamilyeducationisabundant,whichpaymoreattentiontotheharmoniousdevelopmentoflanguage,emotion,knowledgeandsoon.Itistheso-called“educationforall-arounddevelopment10”.Ⅱ.Thereasonsforthedifferencesmentionedabove:1.DifferenthistoricalbackgroundChinawithalonghistoryhasasortofcohesiveandconservativesenseofworth,whichislackofspiritofadventureandinnovativeconsciousness.Thereisashortageofenvironmentinwhichpeoplecanacceptnewideas.Bycontrary,Americaisanationofimmigrantswithashorthistory,thereremainssolittletraditionalculture.Withtheinfluenceofmulticultureandsenseofworth,itiseasytoacceptnewthoughtsandculture.SoAmericachildrenarebetterattakingrisksandinnovating.2.DifferenteconomicformChinahasalonghistorywithalargepopulation.Therefore,therearesofewopportunitiestofindajobevenagoodjobwhichcandecideone’slifehappiness.Andgettinghighmarkshasbecomeanecessaryconditiontohaveagoodjobandfuture.TheconditionofeconomyinAmericaisbetterthanthatinChina,sotherearemoreemploymentopportunitiesinAmerica.Americanparentsthinkprofessionisnotdistinguishedwhetheritisnobleornideringaslongastheycansurviveinsociety.3.DifferentsocialconditionsSofar,socialsecuritysystemandold-agecarehavenotbeenperfectinChina.ManyChineseparentstaketheirchildrenastheirprivatepossessioninordertoreceivethechildren’sreturn,whichisreflectedinthemethodsofeducation.Forthisreason,theirchildren’shighscoreshavebecometheiroriginofpride.ButinAmerica,thereisaprosperdevelopmentofeconomyandsanesocialsecuritysystem,soAmericanparentsdon’tcountontheirchildren’ssupport.Theyseeeducatingchildtobeanindependent,conscientiousandkindheartedpersonastheirduties.4.DifferenttraditionalcultureInChina,peopleadvocatecollectivismwhichemphasizesthecollectiveinterestsmoreimportantthanpersonalinterests.Therefore,Chineseparentsusuallyreplacechildren’sinterestsbytheirownwillsandthoughts.Theydesignchildren’sfuturestandingintheadultangle.What’smore,inChinesefamily,parentscanraisetheirchildreninthelifetime.However,stressingpersonality,upholdingindividualdevelopmentandcaringaboutpersonalbenefitareallthecoresofAmericanculture.RationalisticAmericanparentsinsistthatchildrenafter18yearsoldshouldbeindependentandnotrelyontheirparents.Ⅲ.TheresultsoftwodifferentkindsoffamilyeducationTheresultsoffamilyeducationinthetwocountriesalsodisplayobviousdifferencesbecauseofthedifferencesofeducationconcepts,aim,methodsandcontents.Thesearemainlyreflectedinfiveaspects.1.AbilityofadaptingtothesocietyMostAmericanchildrencanadapttothesocietymoresmoothlythanmanyChinesechildren.Theycanfaceandovercomesetbacksmoreeasily.2.AbilityoflivingindependentlyComparedwithindependentAmericanchildren,Chinesechildrenhaveparticularlymuchrequirementsandstrongdependence,andtheyalwayswanttogetothers’care.3.InterpersonalrelationshipsAsaresultofparents’overprotection,Chinesechildrenhavefewabilitiesofpersonalinteraction.Americanchildrenareoppositeatthispoint.4.ResponsibilityofsupportingtheoldGenerallyspeaking,ManyAmericanchildrenlackthesenseofresponsibilitytosupporttheirparentsincomparisonwithChinesechildren.5.TherelationshipamongfamilymembersAsawhole,therelationshipamongChinesefamilymembersismoreharmonythanthatamongAmericanfamily.TherelationshipofChinesefamilyisveryclose,butinAmerica,familymemberslooklikeseparateindividuals.Ⅳ.DiscussionsandSuggestions14:Inthisthesis,itisonlyagenericcomparativestudyonfamilyeducationinAmericaandChina.Ofcourse,thereisalsodistinctivenessonit.Inaddition,comparedwithChinesefamilyeducation,Americanfamilyeducationalsohasitsobviousshortage.SotheaimofthisthesisisnottotallytorepudiateChinesefamilyeducationorwhollytoacceptAmericanfamilyeducation.Intheend,bythecomparativestudyonfamilyeducationinAmericaandChina,thewriterwantstocausereformideasofChinesefamilyeducationinordertoimproveChineseeducationlevel.Accordingtoourcountry’sspecialcircumstances,thenumberofone-childfamilyisbecominglarger,sofamilyeducationmustbeimprovedintheprojectofeducationalreformanddevelopmentandfamilyeducationmustbecombinedwithschooleducationandsocialeducation.Therefore,itisnecessarytochangetraditionalfamilyeducationideas.(1)Chineseparentsshouldeducatetheirchildreninsocialenvironment,inotherwords,theyshouldnotonlyteachtheirchildrentheknowledgeofsurvival,butalsotheresponsibilitiesforthesociety.(2)Chineseparentsmustcultivatetheirchildren’sconsciousnessofindependence,self-support,cooperationandthespiritofcaringforothers.(3)InChina,educationforall-arounddevelopmentshouldbevigorouslyadvocatedandimplementedeffectively.(4)MuchcanbelearnedfromeachotheronthewaysoffamilyeducationforAmericaandChina.Inaword,familyeducationisveryimportant.Withthedevelopmentofsociety,allaspectsoffamilyeducationneedstobeimproved.Epilogue:ThisisthefirsttimeformetowritethesisinEnglish,andIhaven’thadenoughknowledgeandexperience,sotheremustbesomeshortcomings.Iwillappreciateitthatmyteachercanbekindenoughtopointthemistakesandhelpmetocorrectthem.Inthemeantime,IwillstudyhardtoknowmoreaboutfamilyeducationinAmericaandChinaandmakegreaterprogressinthefuture.References:1.《OnculturedifferencesinChina-U.SFamilyEducation》GaoweiliangWangliyan（《TheAgeOfScience》2006.11）2.《Familyeducationpresentsituationofpreschoolchildren(revisededition)》.LishenglanTheEastChinanormaluniversitypress.3.《EnlightenmentonfamilyeducationinAmerican》（《ResearchandpracticeofEducation》2005.04）4.《GuaShaTreatment》Zhenxiaolongdirector5.《ComparisonbetweenChineseandAmericanfamilyeducationofdifferentculturaltraditions》Tangmei（《Theworldeducationinformation》2007.4）6.《OnthedifferencesbetweenChineseandAmericanfamilyeducation》Zengzhilan（《JournalofTaiyuanNormalUniversity》(SocialScienceEdition)2006.1）中美家庭教育對比研究摘要：家庭是人生的第一所學(xué)校，父母是第一任教師。兒童是一個民族的希望，而家庭教育對兒童來說是最初等的教育。家庭教育是人生中關(guān)鍵的環(huán)節(jié)，人人都很重視。世界上有許多種不同的家庭教育方式，而且每一種方式都呈現(xiàn)出與之文化相關(guān)的獨具特色的特點。其中美國的教育最為著名。針對中美家庭教育，我們可以看到存在很大的差異，中美家庭教育在教育觀念、教育目的、教育方法和教育內(nèi)容上都存在著許多顯著的差異，本文將從中美家庭教育的差異、差異產(chǎn)生的原因以及不同結(jié)果等三個方面開展對比研究。關(guān)鍵字：家庭教育孩子差異素質(zhì)教育引言家庭教育、學(xué)校教育以及社會教育是教育中必不可少的三大組成部分。他們在整個教育事業(yè)中起到非常重要的作用。然而，家庭教育在一個人的發(fā)展中占據(jù)了更加重要的地位，這和成千上萬個家庭的重大利益和緊迫需要密切先關(guān)。在現(xiàn)代社會，家庭教育已經(jīng)引起了很大的重視，家庭教育業(yè)因此成為了社會的熱點問題。長久以來，有智慧的人的分?jǐn)?shù)在家庭教育領(lǐng)域占據(jù)了很大的比重，并且在一代又一代的發(fā)展中取得相當(dāng)大實質(zhì)性的進步?？偟膩碚f，家庭教育正保持著一種好的發(fā)展態(tài)勢；并且已經(jīng)順利地進入人們的視野。但是不可否認的是家庭教育中仍然存在很多很多問題?，F(xiàn)如今，家庭教育，尤其是中國的家庭教育已經(jīng)出現(xiàn)了很多問題。中國和西方傳統(tǒng)的家庭教育都存在很大的不同。兩種家庭教育也正受到傳統(tǒng)文化的影響。中國社會非?？粗丶彝ソ逃袊S富的教育文化傳統(tǒng)包括家庭教育中優(yōu)秀的部分。然而隨著教育的發(fā)展以及西方文化思想的引入。中國的父母在面對傳統(tǒng)及現(xiàn)代教育思想時顯得有些無助。正因為如此，就需要我們從各方面對中西方的家庭教育做一個比較。家庭教育是一個人成長過程中的關(guān)鍵環(huán)節(jié)，孩子所接觸到的第一個環(huán)境是家庭，父母是他們的第一任老師，家庭是他們的第一所學(xué)校，所以家庭教育是孩子成長、發(fā)展的基礎(chǔ)，是孩子走向社會的橋梁，無論實在中國還是在美國，這一點都是不容質(zhì)疑的。但是，對于中美家庭的教育，確實存在很大的差異，那么應(yīng)該如何對待這一差異呢？我們不能絕對的說誰好誰壞，而是要用客觀的眼光加以評價。對此，我們應(yīng)該想美國借鑒，取其之長，補己之短。一、中美家庭教育的差異（一）教育觀念的差異中美教育觀念的差異決定了兩國孩子所受教育的不同。在中國，家長往往著眼于孩子的未來，他們更注重孩子是否能找個好工作，能否在順境中度過一生?；谶@種期望，大多數(shù)中國父母認為他們的主要職責(zé)是盡他們所能為孩子創(chuàng)造優(yōu)越的條件讓孩子過上更好的生活。在孩子的成長過程中，父母為孩子做各種事情。簡言之，如果能讓孩子生活得更好，他們愿意做出任何犧牲，因此，在孩子成長中，父母除了關(guān)心孩子的日常生活外只關(guān)注發(fā)展他們的智力?；趯W(xué)習(xí)好才能有個好未來的立場，除了學(xué)習(xí)他們不允許孩子做任何事情。對比來說，美國家長一般認為孩子的成長必須依靠自身的力量和經(jīng)歷，因此他們從孩子出生起就注重培養(yǎng)和鍛煉孩子，他們的著眼點在于培養(yǎng)孩子具有適應(yīng)各種環(huán)境和獨立生存的能力。在電影《刮痧》中有這樣一個場景：一位中國父親大同在看到自己兒子與他的外國老板的兒子打架的時，讓他的兒子向老板的兒子道歉，遭到拒絕之后給兒子一個耳光。但這一幕卻讓他的老板感到特別吃驚，很迷惑為什么一個父親要通過打自己的兒子來表示對別人的歉意？這就是中美兩國在家庭教育上存在的一個明顯差異。傳統(tǒng)的中國家庭教育強調(diào)仁愛與服從，所以我們可以看出許多像大同一樣的中國家長通常喜歡“塑造”孩子，希望孩子按自己的意愿去發(fā)展。正相反，美國孩子擁有更多的自主權(quán)，因為美國家長在家庭教育中更注重公正和自由。（二）教育目的的差異家庭教育的目的就是通過家庭教育培養(yǎng)孩子朝著某一方向成長。家庭教育的目的制約了家庭教育的方向，決定其總體效果，所以家庭教育目的是家庭教育的核心，是決定中美兩國家庭教育差異的根本原因。中美家庭教育目的存在著本質(zhì)的差別，中國父母“望子成龍”的期望和美國父母“望子成龍”的希望正好體現(xiàn)了這種差異。對于大多數(shù)中國家長來說，“望子成龍”是中國家庭教育中家長畢生的期望，而美國家長更希望自己的孩子成為一個有能力的人。因此，中國家長的目的就是盡全力支持孩子考高分，與之形成鮮明對比的是，美國家長對孩子進行更多的提高能力的培養(yǎng)。他們試圖培養(yǎng)孩子適應(yīng)各種社會環(huán)境和獨立生活。（三）教育方式的差異不同的教育觀念和目的導(dǎo)致了不同的教育方式。在中國，當(dāng)代教育教育受傳統(tǒng)的家庭觀念影響，家長對孩子往往實行管束式和封閉式的教育。主要體現(xiàn)在一下三個方面：1.生活上的包辦代替。在中國家庭生活中，孩子往往不用做家務(wù)。2.社交上的過度保護。不少家長怕孩子吃虧或?qū)W壞，于是限制孩子與外界的接觸。3.學(xué)習(xí)上過于嚴(yán)厲。古往今來，應(yīng)試教育一直深深桎梏著中國家長們的思想，導(dǎo)致家長們把孩子的學(xué)習(xí)成績與能否考取高等學(xué)府視為孩子成才的唯一標(biāo)準(zhǔn)，所以孩子們經(jīng)常用“題海戰(zhàn)術(shù)”，不得不做家庭作業(yè)之外的一些練習(xí)。所以，中國孩子在學(xué)習(xí)上花費了更多的時間。美國孩子呢，讓我們來探討一下電影《超級奶爸》。在電影中，盡管可能是無意識的，但是在照顧孩子的過程中男主角培養(yǎng)孩子們學(xué)會了很多技巧。所以說，美國家長培養(yǎng)孩子是采用“放手而不放任”的方式進行性的。（四）教育內(nèi)容的差異中美兩國家庭教育之間的差異同樣也體現(xiàn)在教育內(nèi)容上。雖然中國家庭教育的內(nèi)容可以分為道德教育、智力教育、體育教育和美感教育，但是在學(xué)校里最重要的還是智力教育。然而，美國家庭教育的內(nèi)容很豐富，他們更加注重語言、情緒、知識等的和諧發(fā)展。這就是所謂的“全面發(fā)展教育”。二、中美家庭教育產(chǎn)生上述差異的原因分析1.不同的歷史背景中國歷史悠久，文化價值觀多是比較內(nèi)斂和保守的，缺少冒險精神和創(chuàng)造意識，在整體上也缺少一種接受新思想的環(huán)境。對于來說，美國是一個歷史比較短的國家，舊有的思想文化保留得很少，在多元文化、思想價值觀的影響下，能夠較快地接受新的思想和文化，因此，他們更多的具有冒險和創(chuàng)新精神。不同是經(jīng)濟形式中國人口眾多，就業(yè)機會少，就業(yè)壓力大，找個能決定未來幸福的工作就更難，而考取高中就成為了擁有一份好工作和美好未來的必要條件。美國的經(jīng)濟條件比中國好，所以就業(yè)機會也比較多。在美國，家長認為職業(yè)不分高低貴賤，只要能在社會立足即可。不同的社會條件到目前為止，中國的社會保障和養(yǎng)老保險制度還不是很完善，許多中國家長為了接受孩子的回報把孩子當(dāng)做自己的私有財產(chǎn)，在這些教育方式中有所體現(xiàn)。正因為這樣，孩子的高分往往成為他們驕傲的資本。而在美國，經(jīng)濟繁榮，社會保障制度健全，所以美國家長不指望孩子的贍養(yǎng)，他們把培養(yǎng)孩子成為一個獨立的、有社會責(zé)任感和同情心的人作為自己的職責(zé)。不同的傳統(tǒng)文化在中國比較推崇強調(diào)集體利益高于個人利益的集體主義。因此，中國家長往往以自己的意志替代孩子的興趣，站在成人的角度設(shè)計孩子的未來。而且，在中國家庭中，父母可以照顧孩子一輩子。然而，強調(diào)個人主義、崇尚個人發(fā)展