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1、The Differences between American and Chinese Family Education海南大学毕业论文中文题目: 浅谈中美家庭教育差异英文题目: The Differences Between American And Chinese Family Education学 号: 20150936310048 姓 名: 李庭倩 年 级: 2015级 学 院: 外国语学院 系 别: 商务英语 专 业: 商务英语 指导教师: 陈谦 完成日期: 2019 年 3 月 9日 AbstractInfluenced by different sorts of factor,
2、 such as social culture, economy, politics, there are different kinds of family education systems in the world which have distinctive features. Values, one of the most important elements in social culture, has a far-reaching influence on the differences of family education in various countries. Grea
3、t differences exist in American and Chinese family education owing to different cultural values. In this thesis, the author intends to compare the Chinese family education with family education in America. The differences in education objectives, education contents, education methods, as well as edu
4、cational results between America and China will also be analyzed from the aspects such as cultural values, ethical concepts, and the sense of hierarchy of the two countries. Besides, the author hopes to draw on the valuable practices of other countries in family education, and put forward some reaso
5、nable suggestions for family education in China.Keywords: Chinese and America family education; differences; cultural difference; suggestions摘要受社会文化、经济、政治等各种因素的影响，世界上不同国家都有各具特色的家庭教育制度。价值观是社会文化的重要因素之一，其对各国家庭教育差异的产生影响极其深远，意义非凡。不同的文化价值观造就了中美两国各不相同的家庭教育差异。在本文中，作者拟对中美两国家庭教育进行比较分析。作者从中美两国在中美两国的价值观、伦理观念、等级
6、观念等方面的文化差异分析中美家庭教育目标、教育内容、教育方法，教育结果等方面的差异。除此之外，笔者希望借鉴美国在家庭教育中有价值的实践，并结合我国家庭教育现状，对我国家庭教育提出一些合理的建议。关键词:中美家庭教育；差异；文化差异；建议ContentsAbstractI摘要II1. Introduction11.1 Background11.2 Organization of the Thesis12. Literature Review22.1 The Definition of Family Education22.2 Cultural Differences22.3 Previous S
7、tudies33. Cultural Differences between China and America43.1 Individualism and Collectivism43.2 The Difference of Ethical Concepts53.3 The Difference of Sense of Hierarchy64. Differences of Family Education between China and America74.1 Differences in Education Objectives74.2 Differences in Educatio
8、n Contents84.3 Differences in Education Methods94.3.1 Parents Way of Expressing Their Love104.3.2 Parents Attitude towards Their Children104.4 Differences of Educational Results115. Shortages in Chinese Family Education126. Suggestions146.1 Treating Children Equally, Respecting and Understanding Chi
9、ldren146.2 Developing Childrens Ability of Independent Thinking156.3 Paying Attention to the Overall Development of Children167. Conclusion16References18Acknowledgments19IVThe Differences between American and Chinese Family Education1. Introduction1.1 BackgroundFamily education is the education that
10、 parents consciously use what they say and what they do in their daily life to influence their children. For most of the children, family is one of the main life arena, and family members are the main objects of their interaction, so that family education has a great impact on a person, both in term
11、s of personal development and prospects, as well as opportunities for young people to survive.（Musgrove, 1966) A good family education is good for the development of children both in mental and physical development. As one of the earliest accepted and longest-lasting educational methods, family educ
12、ation is directly related to the rise and fall of a country.1.2 Organization of the ThesisThis thesis consists of six chapters. Chapter One shows the background of the selected title and the basic structure of the whole thesis. Chapter Two provides us with the definition of family education, which h
13、elps us understand it better, then the author talk about the theoretical basis for this thesis, that is cultural differences, the author shows us the definition of cultural differences and its concrete embodiment. And then a narrative literature review of all the relevant papers known to the author
14、was conducted. Chapter Three explores the reasons behind the differences of family education between America and China, which includes the difference of values, moral concept, and the sense of hierarchy between the two countries. Next, Chapter Four shows us the differences of family education betwee
15、n America and China by some concrete examples, such as the difference of education objectives, education contents, education methods, education results. By the comparison with the family education in The United State, Chapter Five analyzes the shortages in Chinese family education according to the c
16、urrent situation in China. Then in Chapter Six, in order to promote the development of Chinese family education, the author provides some suggestions based on the research. Last but not least, Chapter Seven makes a conclusion about the whole thesis.2. Literature review2.1The definition of family edu
17、cationGenerally speaking, family education is the can be simply defined as the quality education carried out by parents or elderly generation to the children or the teenagers in the family. Family education is not only a family action, but it is also related to the whole society. Owing to its specia
18、l significance to the whole society, its definition has been extended. It is not only an education between children and their parents, but also a mutual education among all family members. It is not only pre-school education but also lifelong education, which not only enables the family members to o
19、btain some living skills, but also prompts the comprehensive development of family members. (Huang, 2008: 233-234)2.2 Cultural differencesGreert Hofstedes impressive studies of cultural differences in value orientation offer us an approach to understand the range of cultural differences. Culture is
20、defined by psychologist Dr Geert Hofstede (1980) as people carry mental programs or “software of the mind” that is developed during childhood and is reinforced by their culture. These mental programs that contain the ideas of culture are expressed through their dominant values. People or groups in d
21、ifferent countries or regions have different common psychological procedure for they have different ways of education, different societies and jobs, and thus they have different ways of thinking accordingly. Different traditional culture nurtures different family education. As for cultural differenc
22、es, it refers to differences arising from regional differences and cultural differences between people in different regions.2.3 Previous StudyAs the saying goes that todays parents educating their children is to create a history of our country in the future, and thus creating the history of the worl
23、d. Recently, the differences of family education between China and America have become a popular topic among the researchers in the world. To get a better understanding of family education, many scholars have studies the topic from many angles.From the standpoint of cultural values, Yang (2007) atte
24、mpts to outline the overall situation of family education in China and America from three aspects of educational purposes and educational content and methods. On the way of educational purposes, the author believes that Chinese parents want their children to be talented in the society. American fami
25、ly education is influenced by the individuals own position, and it aims at cultivating childrens social adaptability. In the content of family education, Chinas family education focuses on utilitarian cultural knowledge education for children, while family education in the United States focuses on t
26、he survival and social practice of children. In the way of educational methods, the children in China are always under the control of their parents, while the atmosphere in American family is democratic, children are treated equally by their parents. Huang & Huang（2009) compare the purpose, content,
27、 methods and results of Chinese and American family education with a view to providing useful lessons for Chinas family education reform. They found that American parents intend to train their children into a person who can adapt to the society independently. They are more focused on raising childre
28、ns hands-on and independent thinking skills, paying more attention on their talents. However, Chinese parents want to train their children into a talented person in the society and have a great expectation in the future. They dont put the childrens independence ability first. On the contrary, they a
29、rrange everything for their children.Wang (2012) further explains the roots of the differences between Chinese and American family cultures from the perspective of individualism and collectivism. She believes that the main source of differences in family education between China and America is cultur
30、al values, which includes the differences between the values of collectivism and individualism, the differences in ethical values, and the sense of hierarchy. Besides, the author suggests parents in China to treat their children with an equality attitude, learn to respect children, and let children
31、learn to think independently and learn to do things by themselves.3. Cultural Differences between China and America3.1 Individualism and collectivism According to Hefstedes study (1980), five dimensions along which dominant patterns of a culture can be ordered, including individualism versus collect
32、ivism, uncertainty avoidance, power distance, masculinity versus femininity, and long-term versus short-term orientation to time. Individualism and collectivism is one of the five dimensions.It is inevitable that all cultures are involved in the peoples relationships to the larger social groups. For
33、 the survival of the culture, people must develop a way of relating that strikes a balance between showing concern for themselves and the concern for others, that is what we all call individualism and collectivism. Different cultures vary in their tendency to encourage people to be unique and indepe
34、ndent or conforming and interdependent, these variations are known as individualism and collectivism, they differs from the degree a culture has allegiance to self or the group. (Xu, 2013: 99-100)In individualistic countries like America people just need to take care of themselves rather than the wh
35、ole group. In individualist culture, peoples own right is highly emphasized. People make decision that is good for their interests, and they dont have to worry about the interests of the group. Besides, people can make a judgment about what is right or wrong without the interference of others.In con
36、trast, in collectivist cultures, people need an absolute loyalty to the group and they emphasize belonging. Decisions are made based on what is best for the group, not for the individual. The interests of individual must be subordinated to the interests of the collective. Whats more, in collectivist
37、 cultures, people think they are obliged to the group. Confucianism values people-oriented values and emphasizes collectivism. Under the influence of Confucianism that has great impacts on Chinese traditional culture for thousands of years. Chinese people believe that the interests of the group are
38、higher than personal interests. 3.2 The Differences in Ethical Values Chinese traditional thinking attaches more importance to ethical family education, and Chinese parents are especially good at history education. A sage who has always been a virtuous and modern sage emphasizes interpersonal harmon
39、y, loyalty to the country, filial piety to the family.The ethical model of the past sets up an indelible monument in the hearts of people, so that Chinese traditional history and culture influence every family. As a result, Chinese children not only respect the elders and learn some experience from
40、them, but they also follow the rules and regulations.Deeply influenced by Confucianism, traditional Chinese culture advocates benevolence, courtesy and loyalty.Benevolence is the core of interpersonal communication.Courtesy is not only an ancient moral norm, but also a norm of social operation. Conf
41、ucianism also advocates loyalty. In traditional education,“children should obey the parents”, which does great harm to the children. The childrens subjective initiative, especially the innovative thinking consciousness, is strictly limited. Besides, the Chinese have a sense of long-term stability. A
42、nd this stability is often synonymous with stagnation. (Guan & Shi, 1998) Excluding the effects of wars and natural disasters, Chinese people living here can be self-sufficient, and the Chinese people under the influence of the long-term small-agricultural economy have formed a static character. Pas
43、sive, unilateral indoctrination is also accepted in the process of learning, rather than accustomed to independent thinking or creative thinking. (Li, 2014: 55)Western culture in Western countries advocates individualism, advocating individuality and encouraging innovation and development. (Li, 2014
44、: 55) American culture is deeply influenced by Christian thought. And the essence of Christian ethics is to promote ones own faith, increase personal responsibility to achieve personal salvation, so that Americans believe that the relationship between parents and children in the family is not an ine
45、vitable moral obligation. So American believes that the purpose of life is not to seek a solution in the ethical relationship, but to seek the responsibility of the individual and the power of the individual. （Rao, 2005: 164-165)3.3 The Difference of Sense of HierarchyRank and status are the structu
46、ral characteristics of society, which exist in almost all societies. But in different societies and cultures, the criteria for determining status are different, and the importance of status that plays in the society is different too. Mencius is a representative figure of Confucianism who puts forwar
47、d the idea respect for seniority , that is, the members of the family must be arranged according to strict hierarchical order, defying their duties, and properly playing their own family roles. As a result, deeply influenced by the idea, the children in China have to obey their parents. In contrast,
48、 American culture emphasizes human rights, and has a low level of hierarchy. This kind of democratic, equal family education provides American children with the opportunities to make their own decision and express their opinions freely. It has greatly cultivated the childs personality of thinking independently, being brave to try new things, and also cultivated the childs self-co