【中美家庭教育差异比较探究（英文）（论文）】

中美家庭教育差异比较研究摘要如今,国际竞争日趋激烈,这种竞争归根到底是人才的较量。家庭教育不仅是大教育的组成部分之一,也是学校教育与社会教育的基础,在人的一生中起到奠基和人格形成的决定性作用。良好的家庭教育是培养人才的温房。因此，世界各国在人才的培养过程中尤其重视家庭教育。中美两国作为东西方的典型代表，因处于不同的文化背景下，其各自的家庭教育模式具有独特而又鲜明的特征。首先，本文采用文献分析法、比较分析法，对中美两国在家庭教育目的、观念、方式、内容和结果进行跨文化比较，从而得出两国在家庭教育的差异。其次，通过对比两国的家庭教育差异可以看出，中国家庭在教育方面确实存在一些误区。最后，为中国的家庭教育改革提出一些建设性的意见，包括完善家庭教育观念、转变家庭教育方式和树立更合理的教育目标三个方面。关键词：家庭教育；中国；美国；差异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.