中美家庭教育差异研究-以《小欢喜》和《摩登家庭》为例

1、ContentsChinese Abstract2English Abstract31. Introduction41.1 Background of the Study41.2 Purpose and Significance of the Study41.3 Structure of the Thesis52. Literature Review52.1 Studies at Home and Abroad63. Theoretical Framework73.1 Educational Teleology73.2 Hofstedes Framework Culture Dimension

2、83.3 Enlightenment of Confucianism94. Comparison of American and Chinese Parenting94.1 Difference Between American and Chinese Parenting Goals94.2 Difference Between American and Chinese Parent-child Relationship114.2.1 Difference in Parents Protection to Children114.2.2 Difference in Parents Expect

3、ation to Children124.3 Difference Between the Role of Parents in China and the US134.4 Difference Between American and Chinese Parenting Modes144.4.1 Different Concept of Parenting144.4.2 Different Assessment155. Factors of Difference in American and Chinese Parenting165.1 Difference in Traditional

4、Culture165.2 Difference in Economic Condition165.3 Difference in Thinking176. Conclusion176.1 Major Findings176.2 Limitations18References191中美家庭教育差异研究以小欢喜和摩登家庭为例摘 要家庭是社会的基本单元，不仅是人与人结成的社会经济组织，也是社会文化的浓缩体。中西方相异的文化塑造出不同的家庭文化，不同的家庭文化造就了相异的家庭教育理念、教育方式以及家庭内在关系。本文以摩登家庭和小欢喜两部剧作为案例来探讨中美家庭教育差异，并分析了造成差异的传统文化因素、

5、社会及经济因素、思维因素，深刻地反映了中美家庭教育观的明显差异。这些差异包括中国父母对应试教育和快乐教育的调和、美国父母对孩子自由成长的思考，高标准严要求的中国家庭教育模式和追求自由平等的美国家庭教育模式等，并通过分析这些差异来展现中美家庭教育的利与弊，从而更好地引导中国父母反思亲子关系矛盾，正确地教育引导孩子。关键词：中美家庭教育；差异；小欢喜；摩登家庭2A Study on the Differences Between Chinese and American Family EducationTaking A Little Reunion and Modern Family as exa

6、mplesAbstractFamily is the basic unit of society, which is not only the social economic organization formed by people, but also the concentrate of social culture. Different culture between Chinese and Western countries shapes diverse family cultures, which further forms various ideas and patterns of

7、 family education and internal family relationships. This article uses the dramas of Modern Family and A Little Reunion as examples to explore the differences in family education between China and the United States, and analyzes the traditional cultural factors, society and economic factors, and thi

8、nking factors that cause the differences, which deeply reflects the distinct differences in family education between China and the United States. The differences include the reconciliation of Chinese parents examination-oriented education and happy education, the thinking of American parents on the

9、free growth of children, the Chinese family education model with high standards and strict requirements, and the American family education model pursuing freedom and equality. Through analyzing these differences, this article shows the advantages and disadvantages of family education in China and th

10、e United States, so as to better guide Chinese parents to reflect on the contradictions between parents and children, and guide their children correctly.Key words: Family education in China and the United States; Differences; A Little Reunion; Modern Family 1. Introduction1.1 Background of the Study

11、Due to the development of information technology, the development of globalization has penetrated into all aspects of economy, culture, education, etc. International globalization has become closer and closer, while cultural collision is increasingly prominent. Culture is the soft power of a country

12、 and the foundation of the development of national education. To understand the social development and education situation of different countries and regions, people in different countries and regions need to enhance mutual trust, strengthen communication and learn from each other. The foundation of

13、 mutual trust is a deep understanding of mutual different cultures and values, and cultural industry and cultural cause are the carriers of national cultures and values. At the national level, the development of cultural industry and cultural undertakings has strengthened its international influence

14、 and enriched the spiritual life of the domestic people; at the family level, the collision between their own cultural traditions and foreign cultures will help parents understand cultural differences and reflect on how to improve their education methods. Family education is the cornerstone of natio

15、nal education, which is an important part of shaping personal cultural values.Art comes from life, and art is above life. As a product of the development of information technology, TV dramas not only bring sensory enjoyment to human beings, but also serve as a window for concentrated reflection on s

16、ocial problems. A Little Reunion and Modern Family should be typical works of art that focuses on family culture and family education in their respective cultural backgrounds. From these two TV dramas, we can see that there are great differences in family education between China and the United State

17、s. Because of this background, this article deliberately chooses two TV shows that are particular representatives of China and the United States for comparison. A Little Reunion is a family education drama directed by Wang Jun and starring Huang Lei, Hai Qing, Tao Hong, Wang Yihui, Yong Mei and so o

18、n. The play is adapted from Lu Yingongs novel of the same name, and it mainly tells the story of Fang family, Ji family, and Qiao family. These three families faced the sad and happy story of the college entrance examination during the “third year”. The drama premiered on Oriental TV and Zhejiang TV

19、 on July 31, 2019, and achieved high ratings in China. The TV series Modern Family is a sitcom narrated and filmed in the form of a mock documentary created by Steven Levitan, starring Ty Bullier, Ed ONeal and others. It was premiered on September 23, 2009 by the ABC and has been voted as the best c

20、omedy in five consecutive Emmys.1.2 Purpose and Significance of the StudyAs the most important part of education, family plays a very essential role in peoples growth, especially in childrens growth. As the primary stage of education, family education has always been highly valued by the theoretical

21、 and practical circles. With the rapid development of Chinas economy and the increase in the number one-child families, more and more family education issues have become increasingly prominent. Through this thesis, we have not only improved our understanding of people from different cultural backgro

22、unds, but also found ways to improve family education. In analyzing the purpose and content, this article has cited the education methods of the two countries and cited many examples. These examples can help people better understand the differences between Chinese and American family education, and

23、parents can reflect on and improve their education methods.Influenced by their traditional cultural values, the Chinese and Western family education system is the product of the respective cultural values, and each family education system has their own reasons in their exclusive cultural contexts. H

24、owever, there is both essence and scum in the family education system. It is an effective means to eliminate the residue of ones family education system and make it more reasonable through a non-homogeneous culture, which is why a comparative analysis is required. With the continuous deepening of Ch

25、inas reform and opening up, cultural exchanges between China and the West are increasing. It requires higher reflection on Chinese family education. Only by absorbing the excellent family education concepts and experiences of other countries can our children better adapt to the future society, cultu

26、re and life. By comparing them, people can know the differences and similarities in family education in different cultural contexts between China and the United States, and provide useful reference for Chinese family education.1.3 Structure of the Thesis This thesis is divided into six parts. The fi

27、rst chapter is the introduction, including the social and cultural background, the significance of family education and the purpose and significance of the study. The second chapter is the literature review. In this part, this article takes two TV dramas as examples to reveal the situation of family

28、 education at home and abroad. The third chapter describes the main theoretical framework of the research. It includes educational teleology, Hofstedes framework culture dimension and the enlightenment of Confucianism. The fourth chapter elaborates the differences between Chinese and American family

29、 education, such as the differences in parent-child relationship, the differences in parents protection and expectation to children and the differences in the role of parents and their educational methods. Chapter five analyzes the factors causing the educational differences between Chinese and Amer

30、ican parenting in traditional culture, economic condition and thinking. Chapter six is the conclusion, summarizing the causes, phenomena and results, and the limitation.2. Literature Review2.1 Studies at Home and AbroadScholars researches on Modern Family are mainly reflected in two aspects: family

31、education and language style. Many scholars have studied American family education. Liu Xueting (2018) also wrote in “Family Education in the United States from Modern Family” that the character of dialogue between parents and sons in Modern family is friendly and equal. Modern Family reflects the p

32、arents respect for the childs independent personality, personal interests and growth. They dont deliberately require children to complete the tasks, but more respect the wishes and let the children play freely in a timely manner. In the process of growing up, children can learn to be independent, cu

33、ltivate their own interests and independent personality, and most importantly, be happier. Most American families are “equal”. Therefore, American parents are more willing to live with their children on an equal footing, and their attitude towards their children is more relaxed. Under this family ed

34、ucational system, children can form a sense of independence from pee training. There are also some scholars who conduct comparative research on Chinese and American family education. The traditional Chinese family is considered to be “authoritative”. Chuang S S, Glozman J and Green D S (2018) also w

35、rote in “Parenting and Family Relationships in Chinese Families: A Critical Ecological Approach” that the relationship between parents and children is influenced by Confucianism. Family education is the embodiment of family culture in Education. Guo Meiting (2016) mentioned in “Comparing Cultural Di

36、fferences between Chinese and Western Families from Modern Family” that all parents love their children, but the way of expression is quite the opposite. Some Chinese parents think that “filial piety is under the stick” and some parents give their children a lot of material “compensation” because th

37、ey dont have time to accompany their children, which causes their childrens lack of love and care, becoming extremely unconfident and even inferior. In children life Chinese parents do too much for their children and wish they could pave the way for their children. Then, the research is on the langu

38、age style. Researchers believe that the humor of the verbal Modern Family is infiltrated in peoples lives, and its use of humorous strategies will help us to use humor correctly in our daily communication and improve communication skills. Zhang Beibei (2018) researched the translation of humorous la

39、nguage in Modern Family. She considered that the translation of humorous language is an act of cross-cultural communication, and adopts many alienated methods for the translation of humorous language in Modern Family. However, there are still great difficulties in the translation of humorous languag

40、e. To translate this language well, we must flexibly use translation strategies such as literal translation and domestication.Many scholars have studied the family education of America, while the number of studies on A Little Reunion is not large, particularly the studies of its typical Chinese fami

41、ly education. In the three families with different social backgrounds, parents share common emotions in the important moment of their childrens college entrance examination. In terms of television narrative techniques, A Little Reunion adopts a narrative method of individual realization of dreams, w

42、hich reflects the self-imagination of middle-class families in contemporary. Scholars, Wang Xian and Zhang Huiyu, believe that Fang Yuans role in the play represents a large audience, and other families disprove Fang Yuans family happiness. The most prominent point in the TV series is the opposition

43、 to the old concept of blindly emphasizing test scores. Heavyrunner I, Decelles R (2002) mentioned in “Family Education Model: Meeting the Student Retention Challenge” that educational literature indicates that when students fail to complete educational programs serious adverse conditions afflict th

44、e individuals, their families, and their communities. The suicide of Ding Yi in the film reflects the disadvantages of the old ideas (2019). In addition, in terms of content expression, Han Haoyue said that the biggest progress in the play is that the status within the family is equal and harmonious

45、. There is not much research on A Little Reunion in China, which is mainly reflected in the research on its typical Chinese family education. Baum-rinds (1971) research framework on parenting styles has received considerable attention, especially in the exploration of Chinese parenting.Few scholars

46、have been involved in the study of A Little Reunion. As a popular TV and film drama in 2019, A Little Reunion, which has 3 different family models, reflects the education concept of Chinese parents in the new era. This article will compare the three family models in the modern family with the three

47、family models in A Little Reunion, and analyze the reasons for the differences between them.3. Theoretical Framework3.1 Educational TeleologyJohn Dewey considers that education is growth, the aim of growth is to promote more growth. Education has not aim except for education process, which exists in

48、 the educational process and educational activities. Under the democratic system, because each individual has given educational aim, the people can be trained through education to have the reflective habit for promoting social transformation. Therefore, we should consider education aim from the pers

49、pectives of both practice and the future, at the same time, we should care the teen-ages for their mental adaptability and the adaptability of social needs. Education not only preserves and transfers the present social ideal and perspectives of value or represent the past social situation, but also

50、has the function of commentary and critique on the current social perspective of value. The progress of education is not only the starting point of educational practice, but also the end of educational practice. In summary, it refers to the training goal of education, that is, what kind of person sh

51、ould be cultivate.Individual education-oriented theorists are represented by Rousseau in France, Pestalozzi in Switzerland, Froebel in Germany, Montessori in Italy, and Nanny in Britain. They are based on the philosophy that “men are born free, equal, and independent.” in Modern Education Theory, an

52、d argued that the purpose of education is to make peoples abilities natural, progressive, and balanced. They advocated the development of human personality and personal freedom as the highest and central purpose of education. They regard human development and human interests as everything that deter

53、mines everything. They place great emphasis on the personal value of education. American culture focuses on individual rights and freedom. Parents can be child guides, but not symbols of rulers or authority. They pay more attention to equality and respect in the process of getting along.Social-cente

54、red educational teleology is represented by Natop, Bergman in Germany, and Durkheim in France. From the theoretical source, they were deeply influenced by Comte, a French positivist philosopher and founder of sociology. Comte put forward the theory of social unity when investigating society, and bel

55、ieved that human society belongs to one of the most complex high-level organizations. Natop in Germany accepted Comtes sociological ideas. He believes that individuals do not have any value in determining the purpose of education. Individuals cannot be the purpose of education. Durkheim in France ex

56、tended his point of view to education, and determined that the purpose of education is first of all social, not personal. He made it clear that education is about socializing young people. In each of us, a social self is created, and this is the purpose of education (马兆掌, 1990)3.2 Hofstedes Framewor

57、k Culture DimensionThe cultural dimension theory of Hofstede is an important theoretical field of cross-cultural communication. It consists of four elements，including individualism and collectivism，the power distance, the masculine and feminine, and the uncertainty avoidance(1986). The dimensions of

58、 collectivism and individualism focus on the social recognition of individual achievement and interpersonal relationship. Individualism culture emphasizes more on individual rights and responsibilities, privacy, freedom and innovation, while collectivism culture emphasizes more on group, harmony, co

59、operation, tradition and face. Hofstede considered that in individualistic society interpersonal relationship was loose, everyone took care of themselves and their respective families; on contrast, in collectivism societies people were cohesive together with internal group when they were born, and this kind of internal group would supply lifelong protection for these loyal