【中美家庭教育差異比較探究（英文）（論文）】

中美家庭教育差異比較研究摘要如今,國(guó)際競(jìng)爭(zhēng)日趨激烈,這種競(jìng)爭(zhēng)歸根到底是人才的較量。家庭教育不僅是大教育的組成部分之一,也是學(xué)校教育與社會(huì)教育的基礎(chǔ),在人的一生中起到奠基和人格形成的決定性作用。良好的家庭教育是培養(yǎng)人才的溫房。因此，世界各國(guó)在人才的培養(yǎng)過(guò)程中尤其重視家庭教育。中美兩國(guó)作為東西方的典型代表，因處于不同的文化背景下，其各自的家庭教育模式具有獨(dú)特而又鮮明的特征。首先，本文采用文獻(xiàn)分析法、比較分析法，對(duì)中美兩國(guó)在家庭教育目的、觀念、方式、內(nèi)容和結(jié)果進(jìn)行跨文化比較，從而得出兩國(guó)在家庭教育的差異。其次，通過(guò)對(duì)比兩國(guó)的家庭教育差異可以看出，中國(guó)家庭在教育方面確實(shí)存在一些誤區(qū)。最后，為中國(guó)的家庭教育改革提出一些建設(shè)性的意見(jiàn)，包括完善家庭教育觀念、轉(zhuǎn)變家庭教育方式和樹(shù)立更合理的教育目標(biāo)三個(gè)方面。關(guān)鍵詞：家庭教育；中國(guó)；美國(guó)；差異TableofContentsAbstract i摘要 iiTableofContents iiiChapterOneIntroduction 11.1ResearchBackground 11.2ResearchSignificance 11.3StructureoftheThesis 2ChapterTwoLiteratureReview 42.1RelevantResearchDomestically 42.2RelevantResearchAbroad 5ChapterThreeDifferencesBetweenChineseandAmericanFamilyEducation 73.1DifferentObjective 73.1.1ChineseFamilyEducation——“BecomeaTalent” 73.1.2AmericanFamilyEducation——“BecomeanAdult” 83.2DifferentConcept 83.2.1ChineseFamilyEducation——“SubordinateRelationship” 93.2.2AmericanFamilyEducation——“EqualRelationship” 93.3DifferentMethod 103.3.1ChineseFamilyEducation——“ClosedEducation” 103.3.2AmericanFamilyEducation——“OpenEducation” 113.4DifferentContent 113.4.1ChineseFamilyEducation——“MonotonousandUtilitarian” 123.4.2AmericanFamilyEducation——“RichandScientific” 133.5DifferentOutcome 143.5.1FamilyEducationOutcomeinChina 143.5.2FamilyEducationOutcomeinAmerica 14ChapterFourInspirationandSuggestionsforChineseFamilyEducation 164.1PerfecttheConceptofFamilyEducation 164.2ChangetheWayofFamilyEducation 164.3SettheMoreReasonableGoalofFamilyEducation 17ChapterFiveConclusion 18Bibliography 19Acknowledgements 20ChapterOneIntroduction1.1ResearchBackground Familyeducationisacommonconcernofparentsandsociety.Inmodernsociety,familyeducationwhichisincludedintheoverallplanningofeachcountryhasbecomeanimportantissueworldwide.Educationplaysanimportantroleinprosperityofthenation.Currently,almostallcountriesaretakingarealinterestinthedevelopmentofeducation,constantlypromotingtalentcultivationandtechnologicalinnovation.Sincethe1990s,ChinahasbeenimplementingthestrategiesofreinvigoratingChinathroughscienceandeducationandstrengtheningthenationthroughhumanresourcedevelopment.Familyeducationisregardedasthekeycomponentoftheoveralleducationandplaysavitalroleinthecultivationoftalents.TherearetwodifferenteducationalideasinChineseandAmericanfamily,whicharecausedbythedifferentculturaltraditions,lifestyles,socialcustoms,concepts,awarenessandheritage.Becauseofthis,itleadstothehugedifferencesineducationalgoals,concepts,approaches,contentsandresultsbetweenChineseandAmericanfamilies.Thereisabigdifferencebetweenthetest-basededucationonthebasisofChinesetraditionalcultureandthequalityeducationfocusingondevelopmentofindividualabilitiesintheWest.Familyeducationplaysafundamentalroleinschooleducationandsocialeducation.However,familyeducationinChinaisoneoftheweakestpointsinthewholeeducationproject.So,wecancombinethedifferentformsoffamilyeducationinChinaandtheUnitedStatestocreateamorereasonableandscientificeducationmodel.1.2ResearchSignificanceThefamilyisnotonlythemostbasicunitthatmakesupsociety,butalsothefirstschoolthatcultivateschildren.Moreover,Familyeducationisnotlimitedtopreschool,butshouldbealifelongeducation,whichmeansthatpeoplearealwaysreceivingfamilyeducationthroughouttheirlives.Itisobviousthatfamilyeducationiscloselyrelatedtoeveryone'sgrowth.Thechildisamirrorofparents,andtheirparents'behavior,habitsandthewayofthinkinghaveaprofoundimpactonthechild.So,theimportanceoffamilyeducationisself-evident.Goodfamilyeducationwillmakeyoungpeopleagoodtalentinallaspectsofmorality,intelligence,physicalfitness,aestheticsandworkandHowtohavegoodfamilyeducation?Thisundoubtedlyputshigherrequirementsforparents'educationmodel.However,theparentsinChinahavesomemisunderstandingsaboutfamilyeducation,whichisnotconducivetotheirall-rounddevelopmentandwillaffectthecultivationofchildren'scomprehensivequality.TheUnitedStatesisnotonlyaneducationalcountrybutalsoaneducationalpowerhouse.Thereisnodoubtthattoday'sAmericansocietyisasocietyoftalentedperson.Thereareone-thirdormorethanhalfoftheNobelPrizewinnersfromtheUnitedStateseveryyear,andthereasonsbehindthisareworthpondering.ThisiscloselyrelatedtotheAmericanscientificqualityeducationsystem,andtheUSfamilyeducationisthebasisforthequalityeducationsystem.FamilyeducationinChinaandtheUnitedStateshasitsownmeritanddemerit.Accordingly,itisnecessarytocorrectlyrecognizethedifferencesbetweenthetwocountries,takingtheessenceanddiscardingthedrosswhichwillhelpinspiretheideasandmethodsoffamilyeducationinourcountry.Inthesameway,itcanimprovethequalityoffamilyeducationandbringsomeenlightenmenttothereformoffamilyeducationinourcountry.Therefore,acorrectunderstandingofthedifferencesbetweenChinaandtheUnitedStatesisofgreatsignificanceinpromotingthedevelopmentofcontemporaryfamilyeducationinChina.1.3StructureoftheThesisThethesisfallsintofivepartsaccordingtothecontent.Thefirstpartisageneralintroduction,includingthebackgroundandsignificanceoftheresearch,thenthestructureofthethesis.Thesecondpartisaliteraturereviewconcerningthedomesticandforeignresearchstatusquooncomparativestudiesonfamilyeducation.Intheendofthispart,itwilldiscussthelimitationsofpreviousstudiesandthenecessityofthisthesis.ThethirdpartcomparesthedifferencesinfamilyeducationbetweenChinaandtheUnitedStatesintermsofpurpose,concept,method,contentandresultindetail.Theresearchmethodsareliteratureanalysismethodandcomparativeanalysismethod.Thefourthpartistheprincipalpart.Throughcomparativeanalysisofthedifferencesinfamilyeducationbetweenthetwocountries,somesuggestionsareprovidedforChineseparents.Thefifthpartistheconclusionthatincludesthemainfindings,implications,limitationsofthepresentstudy.ChapterTwoLiteratureReviewWiththeacceleratedpaceofglobalizationofeconomiczones,culturalexchangesbetweenChinaandtheUnitedStatesarebecomingincreasinglyclose.Inrecentyears,moreandmoreattentionhasbeenpaidtotheroleoffamilyeducationintalentdevelopment.Consequently,muchresearcheshavebeendoneathomeandabroad.Inthefollowingsection,theauthorintroducesthefamilyeducationathomeandabroad.2.1RelevantResearchDomesticallyJiangTingting(2018)comparedthedifferencesinfamilyeducationbetweenChinaandtheUnitedStatesfromsixaspects,givingthereasonsandtheresultofthisdifference.LiuJunhongandXuWenli(2020)madeacross-culturalcomparisonoffamilyeducationbetweenChinaandtheUnitedStatesfromtheperspectivesofparent-childrelationship,educationalmethodsandeducationalgoals.TheydonotclearlyprovideenlightenmentforChina'sfamilyeducationreform.LiDejun(2016)elaboratedonthedefinitionsofcultureandfamilyeducation,andanalyzedtheinfluenceofcultureonfamilyeducation.Healsoarguesthedifferingconcepts,contentsandmethodsofChineseandAmericanfamilyeducation.LiXuelan,ZhangJingandChenShuang(2017)usedVygotsky'ssocio-culturaltheorytocomparethedifferencesbetweentheEasternandWesternviewsonfamilyeducation.ThearticlepointsoutthattheChinesefamilyhasacontrolling,passive,andmaterialeducationview;theWesthasanequal,active,andspiritualeducationview.BycomparingtheculturaldifferencesbetweenChinaandtheUnitedStates,LiYaling(2019)concludedthatfamilyeducationinourcountryhasthecharacteristicsofparent-based,family-basedandknowledge-based,andfamilyeducationwiththeabovecharacteristicscaneasilymakeindividualpersonalitynarcissistic,depressiveandcompulsive.ShaoXueyan(2019)comparedandanalyzedthegoals,contentandmethodsoffamilyeducationinChinaandtheUnitedStates,givingthreesuggestionstoChineseparents,includingimprovingtheconceptoffamilyeducation,focusingontheoveralldevelopmentofchildren,andincreasingtheirindependence.ThroughthecomparisonoffamilyeducationinChinaandtheUnitedStates,TangSiqi(2019)believedthatfamilyeducationinChinaandtheUnitedStateshaditsownadvantagesanddisadvantages,andteachersshouldpaymoreattentiontochildren'sindependenceandadaptability,andlearntocultivatechildren'sself-confidence.ThroughacomparativeanalysisofthedifferencesinfamilyeducationbetweenChinaandtheUnitedStates,TianXinyu(2019)pointedoutthatwhilestrengtheningtheoverallnationalstrength,weshouldpayattentiontothereformandinvestmentineducation,sothatourcountryisboundtodevelopintoaneducationpowerinthefuture.YangTingting(2011)madeacomparisonbetweentheelementaryeducationofChinaandtheUnitedStatesanddemonstratedthequestionsinourelementaryeducation,thenproposesthesolutionsandsuggestions.WangJing(2011)pointedoutinherstudythatweshouldtakeastraightlookatthetwocountries'familyeducation,selecttherefinedanddiscardthecrude.Therefore,ourfamilyeducationcanbegreatlydevelopedandentitledstrongerculturalvitalitywhileself-perfectinginthemutualculture-complementarywithAmerican's.ZhouHaixin(2013)indicatedthatthenegativeinfluenceofChinesefamilyeducationontalents,andthatforChina’sfutureinpersonneltrainingtoremaininvincible,thekeypointistolearnfromAmericanfamilyeducation,thatis,topursuequalityeducation.ZhangCeandXiongXin(2018)believedthatthetwoeducationalmodelsinChinaandtheUnitedStateshadtheirownstrengthsandweaknesses,butitisanindisputablefactthateverythingisforchildren.2.2RelevantResearchAbroadYoussefTazouti,AmélieMalardeandAurélieMicheas’s(2010)studyexaminedtherelationshipbetweenparentalbeliefsrelatedtodevelopmentandeducation,parentingstyles,andchildren'sintelligenceandacademicachievement.Datawerecollectedfrom128familieswithchildreninthesecondorthirdgradeofelementaryschool.Theresultspartiallyconfirmthehypothesisthatfamilyeducationalpracticeisanintermediatevariablebetweenparents'beliefsandchildren'seducationalandschoolperformance.ChristinL.Porter’s(2002)investigationwasdesignedtoextendtheworkbyexaminingparentingconstructsemphasisedintheChinesecultureinconjunctionwithparentingconstructsderivedandstressedinNorthAmerica.ItshowedthatChinesemothersscoredhigherthanUSmothersonallparentingconstructsemphasizedinChinaexceptmaternalinvolvement.IntermsoftheNorthAmericanemphasisonparentingstructures,ChinesemothersscoredlowerthanAmericanmothersinwarmth/acceptanceanddemocraticparticipation,butscoredhigherinphysicalcoercion.AnneC.Fletcher(2008)investigatedwhetherparentaluseofpunitivedisciplineandyieldingtocoercionvariesinlevelsandassociatedchildoutcomesformotherswithdifferentparentingstyles.Theresearchindicatedthatpunitivedisciplinewasmostlikelytobeusedbyindifferentparentsandleastlikelytobeusedbyauthoritativeparents.Whenmothersusedmorepunitivediscipline,childrenhadlowerlevelsofacademicachievementandmoresocialproblems,withthisassociationnotbeingmoderatedbyparentingstyle.Fromtheaboveliterature,thecomparativestudyonChineseandAmericanfamilyeducationrelativelyisnotsufficientandsystematic.ThisarticlecomparesthedifferencesinfamilyeducationbetweenChinaandtheUnitedStatesindetailfromthefiveaspectsoffamilyeducation'spurpose,concept,method,content,andpurpose.Andthroughanalysistoprovidesomeinspirationtoourparents.