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1、从(喜福会）看美籍华裔家庭教育,外国文学论文中国是一个有着悠久教育传统的国家，在漫长的历史发展过中，构成了一套特有的教育形式；而美国作为一个新兴的国家，也因其自由的思想、张扬的个性，构成了自个独特的教育形式。这两种不同的教育形式所产生的冲突也一直存在着，尤其在美籍华裔第二代移民的身上有所具体表现出。他们将教育看成是融入美国主流社会，实现 美国梦 的重要手段。然而，作为第一代的移民家长，深受中国传统教育思想的影响，与在美国教育环境下成长的女儿，不断产生碰撞。本论文将以美国华裔作家谭恩美的小讲(喜福会为研究对象，以母女间的冲突为例，描绘叙述美籍华裔家庭教育的特点，从社会背景、中美教育观这两个方面分
2、析影响华裔家庭教育的因素。美籍华裔家庭在两种不同教育形式的影响下，应利用两种文化背景的优势，抛弃那些不合实际情况的落后观念，借鉴并运用西方民主的教育形式，让家庭教育到达最好的效果。 本文关键词语：(喜福会；美籍华裔；家庭教育 The Chinese-American Family Education from The Joy Luck Club ABSTRACT China is a country with long history of educational traditions. During the processof development, China has built a s
3、et of peculiar educational mode. Meanwhile,America, as a rising country, has also developed its own educational mode, for its freethinking and aggressive characteristics. The existing conflicts resulting from the twodifferent patterns are reflected by the second-generation Chinese immigrants. Theyre
4、gard family education as an important way to enter the mainstream of Americansociety and realize their American Dream . However, as the first-generationimmigrant mothers, they are deeply affected by traditional Chinese education. So,there are consistent conflicts between them and their daughters rai
5、sed in America. Thethesis is based on The Joy Luck Club written by Amy Tan, a Chinese American writer,and intended to dwell on the features of Chinese-American family educations. Theanalyses of social background and educational values which are the two factors havegreatly affected Chinese-American f
6、amily education. For the sake of children, insteadof holding the outdated traditional mode, the Chinese-American families, influencedby two different educations, should take the advantages of two cultural backgrounds,and apply the democratic western family educational mode for reference. Keywords: T
7、he Joy Luck Club; Chinese-American; family education TABLE OF CONTENTS 内容摘要 ABSTRACT Chapter One Introduction Chapter Two The Features of Chinese-American Family Education Based on The Joy Luck Club 2.1 The main story of The Joy Luck Club 2.2 The features of Chinese-American family education 2.2.1 H
8、orizontal comparison 2.2.2 Criticism education 2.2.3 Spoiled love Chapter Three Main factors affecting the Chinese-American family education based on The Joy Luck Club 3.1 Social background 3.2 Educational values 3.2.1 Inherited education 3.2.2 Innovative education Chapter Four Conclusion REFERENCES
9、 Chapter One Introduction The Joy Luck Club is the first well-known book written by Amy Tan, who is oneof the most highly acclaimed writers in the contemporary American Chinese literature. The novel describes the life experiences of four Chinese mothers who have differentcharacters and fates moved t
10、o the U.S. discarding the national calamity and their fourAmerican-born, American-grown daughters. Although the four mothers, the first-generation immigrants, live in the United States, they are still downright Chinesewomen. The daughters who were born in America are similar in appearance to theirmo
11、thers, but they grow up in quite different circumstances. Under this environment,the daughters have to bear the clashes of two cultures and values personally. Therefore, researching family education both in Chinese-American families can notonly enrich Chinese-American culture field but also obtain g
12、reat practical value. Some recent studies have shed light on the differences between Chinese andAmerican family education. Huang Heqing (2003) stated the differences of familyeducation from three aspects, namely educational goals, educational contents andeducational methods in his article A Contrast
13、 of Cross-Cultural on the Chinese andAmerican Family Education. Later, based on the researches done before, otherscholars, for example, Ge Shuhui, in her article Chinese and American FamilyEducation under Different Culture Background further emphasized on the sameaspects in 2018. And the writer Xiao
14、 Guangpan stated that educational thoughts andmethods could be the differences in his book Question Education (Xiao, 2005) Regretfully, most former studies on the family education between China and Americaare relatively too general. Above all, it is necessary to deepen the study of the familyeducati
15、on of Chinese-America families. As the distinctive identities of four mothersand daughters in The Joy Luck Club, the novel has been the object of the study in thethesis. Chinese-mother and American-born-daughter families are the typical Chinese-American families, which enable the thesis more persuas
16、ive. Based on The Joy LuckClub, an appropriate way is to study the features of Chinese-American families andaffecting factors separately. This thesis is aimed to analyze the features and affecting factors of the Chinese-American family education, which is based on the novel of The Joy Luck Club writ
17、tenby Amy Tan. The thesis is composed of four parts totally. The first chapter is theintroduction. And beginning with the second chapter, the features of Chinese-American family educations are stated. Through giving examples from The Joy LuckClub and other sources, the findings show that Chinese tra
18、ditional family educationfocuses on horizontal comparison, criticism education and giving spoiled love, whileAmerican tends to vertical development, incentive education and independence. Thethird chapter is the core of this whole thesis, in which, affecting factors of theChinese-American family educ
19、ation are stated from social background andeducational values by giving relevant evidences. At last, a conclusion is given in thefourth chapter. Chapter Two The Features of Chinese-American Family Education Based on The Joy Luck Club Family education is a process of raising and educating a child fro
20、m birth untiladulthood. Family education is not only an important component of education but thefirst lesson to a child. As Chinese immigrants, confronted with American familyeducation, the traditional parents feel confused between the two choices. Chinesepeople value flesh and blood more important,
21、 and regard their children as parts ofthemselves. The Chinese immigrant parents always adopt the traditional familyeducation to inculcate the children who grow up in America, thus causing manyconflicts. 2.1 The main story of The Joy Luck Club The four mothers in The Joy Luck Club came to America aro
22、und the year of1949. Suyuan Woo who is the mother of Jing-mei Woo went to America after shewent through all kinds of hardships and difficulties, and got away from the turmoiland chaos of the era. Suyuan began her new life at the risk of losing her parents,siblings, husband and her twin infant daught
23、ers. An-mei Hsu, the mother of Rose HsuJordan, escaped from the decayed manor which contains wives and concubines. However, the freedom of herself is at the expense of her mother s death. The motherof Waverly Jong, Lindo Jong feigned madness to get rid of her unhappy marriage. Like Lindo Jong, Ying-
24、ying St. Clair who is the mother of Lena St. Clair, struggled tofree herself from the grave of marriage. Emigrating from China to America means theloss of original identity. They imitated the Americans deliberately; and they smiled inAmerican style and wore American clothes. From the viewpoint of Am
25、ericans, theywere still Chinese-the Chinese who will never be understood by the Americans. They could only limit the attachment of Chinese culture at home. They wanted theirdaughters to adapt to the new environment of America and preserve the Chinesequalities as well. But they found their children w
26、ere quick enough to learn ofeverything of the United States. Their daughters communicated with them in Chineseimpatiently and laughed at their poor English. The daughters aspired to become truemembers who talked in American English, ate American food and made Americanfriends. But no matter how fluen
27、tly they speak English, how Americanized their lifeis, they are still Chinese from the perspective of Americans. (Liang, 2002:161) 2.2 The features of Chinese-American family education On the basis of The Joy Luck Club, the features will illustrate from horizontalcomparison, criticism education and
28、spoiled love. 2.2.1 Horizontal comparison Chinese parents are those who have tenacious personal family consciousnesslikely to compare with others. And they tend to place excessive expectations on thenext generation. Lindo Jong and Sunyuan Woo were both best friends and arch enemies whospent a lifeti
29、me comparing their children with each other. The daughter of Sunyuan,Jing-mei remembered that From the time we were babies, our mothers compared thecreases in our bell buttons, how shapely our earlobes were, how fast we healed whenwe scraped our knees, how thick and dark our hair, how many shoes we
30、wore out inone year. ( Amy, 1989:37) And after Jing-mei learned to play the piano for one year,Lindo praised her own daughter to Suyuan Woo She bring home too many trophy. All day she play chess. All day I have no time do nothing but dust off her winnings. You lucky you don t have this problem. (Amy
31、, 1989:138) For this, Suyuan Woosquared her shoulders and bragged Our problem worser than yours. If we ask Jing-mei wash dish, she hear nothing but music. It s like you can t stop this natural talent. (Amy, 1989:138) Both of their behaviors of comparison are actually the expression of theireducation
32、al philosophy. In their minds, only a daughter who gets ahead is a successfulone. However, in America, how many trophies and honorary credential a child cangain is not as important as whether a child has the sense of community, the spirit ofinnovation. The American parents focus on whether their chi
33、ldren can be usefulpeople in society or not. Therefore, in two kinds of completely different mentality,children are the private wealth for Chinese immigrant parents, while, children belongto the whole society, even the universe for American parents. 2.2.2 Criticism education Under the urgent mentali
34、ty of comparison in an unrealistic way, the Chineseimmigrant parents adopt the criticism as the main form of education to their childrento a large extent. They believe severe form of education will benefit the growth oftheir children. The traditional concept spare the road, spoil the child is deeply
35、-rooted in the minds of parents. The Chinese mothers think that excessiveencouragement to the children not only makes the children too arrogant to stepforward, but also loses the dignity of the mothers. On the contrary, moderate criticismworks as catalyst to inspire people, thus meeting the expectat
36、ions of others. In The JoyLuck Club, when Rose thought about the divorce with Ted, An-mei Hsu usually saidto her daughter. A girl is like a young tree, you must stand tall and listen to your motherstanding next to you. That is the only way to grow strong and straight. But ifyou bend to listen to oth
37、er people, you will grow crooked and weak. You willfall to the ground with the first strong wind. And then you will be like a weed,growing wild in any direction, running along the ground until someone pullsyou out and throws you away (Amy, 1989: 191) Similarly, Lin-do Jong was particular about every
38、thing of her daughter Waverlyin daily life. She criticized Waverly for her hair style, laughed at the Christmaspresent from Waverly s fianc Rich, and disparaged Rich s addiction to alcohol. Actually, it is a special way of love to the daughter. But to Waverly who isaffected by American thoughts, all
39、 of which are the expression of dislike and rejection. Consequently, the misunderstanding exists between Lin-do and Waverly for a longtime. The second generation immigrant daughters feel repugnant from the criticism oftheir mothers. American society always pursues recognition education; praising the
40、children in good time will improve their confidence (Cai Zhenni, 01/27/2018) . American parents usually enlighten their children in positive and encouraging words. And it is the practical method to build the children s confidence. 2.2.3 Spoiled love During the education of children, Chinese parents
41、usually hold the control attitude; they consider teaching children to be their bounden duty. Under the conceptof to feed without teaching, is the parents fault , Chinese parents take over allmatters of their children (Xiao, 2005:57) . They think they are guardians of children,and they should interfe
42、re with their children s academic career, marriage and prospect. So Waverly felt tormented to her mother s intervention and complaint to herAmerican friend Marlene who responded straightforwardly Why don t you tell her tostop torturing you. Tell her to stop ruining your life. Tell her to shut up. (A
43、my, 1989:173) As the second generation immigrant, Waverly could only reply with a bitter-smile, Well, I don t know if it s explicitly stated in the law, but you can t ever tell aChinese mother to shut up. You could be charged as an accessory to your ownmurderer. (Amy, 1989: 173) It is obvious that m
44、any times Waverly can only remainsilent facing her mother s dissatisfactions. However, in America, parents believe that the children came into the world withtheir independent personality. As parents, they should respect the children s behavior;give them help in accordance with its natural tendency i
45、nstead of pulling up theseedlings to help them grow blindly (Xiao, 2005:57) Compared with Chineseparents, American parents emphasize more on independence (Liu, 2002:14) He alsopointed out that being independent and self-reliance was a slogan that Chinesespeak more while Americans do more. (Liu, 2002
46、:15) American parents neithertransform their children to follow their own plans nor force the children to accept theirwill. In addition, the parents only make great effort to provide a proper environmentfor the children. What their children will be in the future is the children s ownresponsibilities
47、. (Huang, 2018:48) It is true that mothers adopt the Chinese traditionaleducation unknowingly to their children in the Chinese-American families, ignoringthe surroundings. As a result, so many kinds of differences form the features ofChinese-American family education. Chapter Three Main factors affe
48、cting the Chinese-American family education based on The Joy Luck Club Education is a kind of cultural phenomena. Different social culture is reflectedby different educations. In consideration of these features of Chinese-Americanfamily education, the American scholar Amy Ling indicated that No matt
49、er whetherthey were recent immigrants or American born; Chinese Americans in the US are stillencountered with an assumption that because of their facial features and their Asianethnicity, they must be foreign. Being neither Chinese nor American. (Ling, 1990:20) . In The Joy Luck Club，social background and educational value are the main factorsaffecting the Chinese-American family education. 3.1 Social background The lives of Chinese