英语专业全英原创毕业论文,是近期写作,公布的题目可以用于免费参考
最新英语专业全英原创毕业论文,都是近期写作
1 A Feministic Study of the Theme of “The Chrysanthemums”( 开题报告+论文+文献综述) 2 人民币升值对我国进出口贸易的影响研究
3 从模因论视角看年度流行语“给力”
4 《名利场》中蓓基人物形象分析
5 从女性主义视角看《抽彩》女主角的命运
6 Study of Translating Skills of Business Correspondence
7 《夏日鸟笼》的女性主义解读
8 英语俚语翻译研究
9 浅析对信用证软条款的防范
10 从英语口语与书面语的不同谈如何正确使用英语口语
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12 Chinese Translations of English Film Titles:A Perspective of Functional Equivalence 13 中学英语课堂中教师的纠错策略
14 艾米丽·狄金森的诗歌主题分析
15 从关联理论看美剧典故的翻译
16 英文歌曲名称翻译浅析
17 浅析爱伦·坡小说《黑猫》的写作艺术手法
18 论《呼啸山庄》中两代人之间不同的爱情观
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20 新课程标准下初中英语课堂中师生互动的构建
21 显现的被动?隐现的自我——《看不见的人》中被动语态的身份建构功能研究
22 Americans’ Understanding of Chinese Culture as Viewed from Two Movies Mulan and Kung Fu Panda
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24 《鲁滨逊漂流记》“星期五”被殖民化分析
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26 The Influence of Westward Movement on American National Character
27 质本洁来还洁去 —— 解读茶花女玛格丽特的悲情人生
28 苔丝悲剧的解读
29 探究马克吐温的反奴隶制观—对《哈克贝利费恩历险记》中吉姆的分析
30 浅析美国嘻哈文化影响下的美国俚语
31 英语专业学生议论文写作中连接词使用情况研究
32 从跨文化视角解析商标名称翻译
33 从唯美主义的角度论《道林.格蕾的画像》中的主要人物
34 从关联理论看中国电影名称的翻译
35 Naturalism in Sister Carrie
36 中式英语与标准英语的差别
37 试论用英语电影进行英语文化教学
38 浅析《老人与海》中的悲剧色彩
39 Thackeray’s Ambivalent Attitude towards the Women in Vanity Fair
40 李白《静夜思》六种英译本的对比研究
41 分析场独立与场依赖对任务型教学的影响
英语专业全英原创毕业论文,是近期写作,公布的题目可以用于免费参考
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85 浅析《天路历程》中基督徒的成长历程 简爱性格研究 电影《狮子王》中象征手法的运用 路易斯——现实世界在非现实世界的投影——解读《夜访吸血鬼》的现代性 王尔德童话《夜莺与玫瑰》中的唯美主义 An Archetypal Study of J.D.Salinger’s The Catcher in the Rye 英汉基本颜色文化内涵对比 哲学视角下的中英数字对比研究 D.H 劳伦斯《盲人》中的人文主义研究 英汉味觉词“酸甜苦辣”的比较分析 侠客精神和骑士精神折射出的文化差异—《七侠五义》和《亚瑟王之死》之比较 商务交际中的模糊语言策略 英汉双语词典中的语用信息 从电影《七宗罪》看‘七宗罪’与基督教传统的关系 论《呼啸山庄》中耐莉?丁恩的作用 英文歌词翻译的原则和技巧 中西方奢侈品消费文化之比较 中学生英语自主学习能力的培养 空间介词在英汉时间表达中的隐喻性用法对比研究 试析《哈克贝利费恩历险记》中密西西比河和哈克的象征意义 英语委婉语的语用功能 非英语专业大学生英语学习动机调查 浅析科技英语的文体特点 英汉新词理据对比研究 美国电影片名翻译研究 合作学习理论在中学英语课堂中的应用 从《老人与海》看海明威的硬汉精神 Jane Austen’s Views on Marriage Reflected in Pride and Prejudice A Study on Developing Autonomous Learning Ability of Junior High School Students 浅谈大学英语教育的文化融入 英汉语中恐惧隐喻的认知分析 从安利(中国)的成功看直销模式在我国的发展 英汉颜色词文化内涵的异同分析 论科技英语翻译中科学性与艺术性的和谐统一 广告中的熟语模因探析 英语新闻标题的前景化 消极浪漫主义和积极浪漫主义——华兹华斯和雪莱的比较研究 《飘》中斯嘉丽的主要性格特征浅析 中美面子观比较及其对商务谈判策略的启示 基于精细加工理论的英语词汇学习研究 Scarlett: A Feminist Preacher in the Old Time 中西文化对红颜色的理解及翻译 《红楼梦》英译中双关语文化成分的翻译策略研究 中美大学毕业典礼演讲之叙事结构的比较研究
英语专业全英原创毕业论文,是近期写作,公布的题目可以用于免费参考
86 中美文化视野中对个人主义的认同差异
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88 英语电影片名汉译研究
89 《野性的呼唤》和《老人与海》的对比研究
90 《莫比.迪克》中的象征意义
91 英语运用中的歧义分析
92 简奥斯汀对英国小说的贡献——以《傲慢与偏见》为例
93 汽车商标词的翻译特征和方法
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96 《无名的裘德》中裘德的悲剧探析
97 《三国演义》中带数字的词语翻译研究
98 《紫色》中黑人男性形象研究
99 商务合同中译英准确性的研究
100 Irony Art in Orwell’s Animal Farm
101 从生态女性主义视角分析《卡斯特桥市长》
102 国际商务谈判中的文化障碍及策略研究
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105 《围城》英译本中的幽默翻译
106 时政词语翻译原则与难点
107 《傲慢与偏见》和《简爱》中的爱情观对比究
108 Analysis on Heathcliff's Personality in Wuthering Heights
109 中学英语口语教学中的互动
110 从违反合作原则的角度解读会话含义
111 违反合作原则所表达的会话含义—以《越狱》中Theodore Bagwell话语为例 112 The Blindness in King Lear
113 从目的论的角度浅析美国电影字幕翻译
114 回译在翻译教学中的作用
115 詹姆斯乔伊斯的《阿拉比》与腐朽的宗教
116 视角转换理论在英文电影字幕中汉译的应用
117 The Basketball Cultures of China and America
118 语法型课堂和交流型课堂的整体研究
119 Analysis of the Distorted Love between Mother and Son in Sons and Lovers
120 初中生英语词汇教学策略
121 从《女勇士》中的女性形象看文化差异
122 论电影翻译中的创造性叛逆——以《肖申克的救赎》为例
123 影响中学生英语学习的心理因素分析
124 从《厄舍古屋的倒塌》看爱伦坡写作的哥特式风格
125 浅析合作学习在英语专业口语教学中的应用
126 The English Translating of Chinese Neologisms in Political Documentation: Methods and Strategies
127 “功能对等”理论视角下的词性转换翻译研究
128 从女性主义角度解读惠特曼的《草叶集》
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129 解析《喧哗与骚动》中凯蒂悲剧的必然性
130 从语言的角度分析《麦田里的守望者》中霍尔顿的儿童形象
131 An Analysis of Realistic Literature Under the Enlightenment in Robinson Crusoe
132 试论《最蓝的眼睛》中黑人理想家庭的破灭
133 从语体学论《一九八四》中的反极权主义
134 书面语言输入与输出对英语词汇习得的影响
135 苔丝悲剧形成原因研究
136 从《法国中尉的女人》看约翰?福尔斯的女性主义思想及其局限性
137 《智血》中主要人物生命历程解读
138 澳大利亚英语词汇和澳大利亚文化(开题报告+论)
139 浅析苔丝悲剧命运的形成原因
140 A Contrastive Study of English and Chinese Gratitude Expressions
141 A Study of Pragmatic Failure in Politeness between Chinese and English
142 抱怨类外贸信函的语篇分析
143 从女性主义翻译理论比较《名利场》两种中译本的翻译
144 中西建筑文化差异及其形成背景分析
145 A Study on Chinglish of EFL Learners in Junior High Schools in China
146 On the Translating Strategies of Children’s Literature Seen from the Translation of E.B.White’s Charlotte’s Web
147 动机对中学英语学习的影响
148 礼貌原则之于商务信函的翻译
149 从玛氏公司看英美文化对广告的影响
150 风筝在《追风筝的人》中的象征意义分析
151 空间介词在英汉时间表达中的隐喻性用法对比研究
152 新兴资产阶级代表—鲁滨逊?克鲁索
153 论《紫颜色》中黑人妇女的反抗
154 Influence of Western Food Culture upon Chinese People
155 从异化归化角度看汉语四字词组的英译策略—以中国苏州古典园林为例
156 十九世纪英国女性小说中的两位灰姑娘——伊利莎白?班纳特和简?爱形象比较 157 论莱辛作品《又来了,爱情》中妇女失爱的原因
158 The Comparison of the Economic Development in China and India
159 A Southern Elegy-A Feminist Study on Faulkner’s “A Rose for Emily”
160 自我效能感理论对中学英语教学的启示
161 Colonialist Ideology in The Last of the Mohicans
162 《百万美元宝贝》中麦琪性格男性化形成原因分析
163 《吉姆爷》的生态女性主义解读
164 从电影《美丽人生》看完美男人形象
165 英语写作中的母语迁移作用及教学启示
166 伊恩?麦克尤恩作品《赎罪》中的成长主题探析
167 论D.H.劳伦斯诗歌中的救赎意识
168 从美国刑侦剧《犯罪现场调查》看讯问过程中合作原则的违反
169 李白对庞德和他的作品的影响
170 Pragmatic Study on the Humor Effect in The Big Bang Theory
171 论英语中的汉语借词
英语专业全英原创毕业论文,是近期写作,公布的题目可以用于免费参考
172 归化与异化在翻译策略中的研究
173 女王还是奴隶:女性主义辉映下的珀涅罗珀
174 浅析《老人与海》中桑提亚哥的性格
175 从《喜福会》中透视文化的冲突与融合
176 On Dickinson’s Choice of Nature as the Theme of Her Poems 177 Sexism in English Language
178 论《简爱》对当代女性爱情观的启示
179 论《紫色》的叙事现代性分析
180 试析商务英语的修辞特征及其汉译
181 不可避免的命运—对《献给艾米丽的玫瑰》的后现代分析 182 体态语在中美交际中的差异及原因
183 论《天路历程》的批判精神
184 《飘》中郝思嘉是现代女性的楷模
185 霍桑的罪恶观在《红字》中的体现
186 浅析MSN交谈中的话语标记语
187 身势语在基础英语教学中的应用
188 英语新词汉译原则研究
189 从文化视角看英语习语的翻译
190 话语标记Well的语用功能
191 网络环境下英语自主学习模式的调查
192 剖析《哈克贝利芬历险记》中对自由的追求
193 论中英商业广告及其翻译
194 从美国梦看美国社会流动机制
195 关联理论视角下的新闻翻译
196 《呼啸山庄》中男主人公希斯克利夫复仇动机分析 197 商标翻译中的文化要素
198 从文化角度看中美家庭教育的差异
199 灵魂救赎者—《七个尖角阁的老宅》中菲比的人物分析 200 会议交替传译中习语的翻译
第二篇:中美家庭教育的跨文化研究
武汉理工大学
硕士学位论文
中美家庭教育的跨文化研究
姓名:杨恒
申请学位级别:硕士
专业:外国语言学及应用语言学
指导教师:魏万德
20071101
武汉理r=大学硕士学位论文
摘要
自改革开放以来,教育在世界范围内的重视达到了空前的高度。作为教育的最初级阶段,家庭教育不论在理论还是实践上都取得了重大进步。家庭教育实践的丰富,既为家庭教育理论研究提供了经验,也对家庭教育的研究提出了更高的要求。随着中国经济的快速发展与独生子女家庭数量的不断增加,越来越多的家庭教育问题出现了。众多教育学者在进行理论探究的同时,都试图参照西方发达国家家庭教育的经验来解决我们的家庭教育问题。其中美国是个很好的参照物。自二十世纪八十年代以来,关于中美家庭教育的比较就一直方兴未艾。它们从经济、政治、历史、文化和宗教各方面都作了深入的研究,但基本上都是对两国家庭教育的差异性研究。
本文以对此项研究的重要性及研究方法的简要介绍开始,第一章介绍了有关概念以及本文研究的理论依据,着重强调文化与家庭教育的相互关系。
第二章介绍了本文的研究意义和研究方法。第三章侧重文化方面对两国的家庭教育进行了历史背景、经济形态和文化传统方面的差异性分析。胡文伸说过,“文化是习得和代代相传的。哪怕在不同的地区,来自不同的国家,人类的文化根基在本质上都是相似的。”因此第四章作为本文的创新点,对两国家庭教育的相似性作了初步的探究。最后作者得出结论,相似性同样也是跨文化研究的基础,并对中国的家庭教育提出了自己的一点建议。关键词:跨文化研究,家庭教育,比较教育学,相似性比较
壁堡里!:叁兰堡±竺堡笙壅
Abstract
SincetheReformandOpening-up,theworldwideconcerningwitheducationhasbeenuptoanunprecedentedlevel.Astheprimarystageofeducation,family
bothineducationhasbeengreatlydevelopedpracticeandtheory.Theincreasing
toitspractice
putsoffamilyeducationofferstherichrequirements
aexperiencetheoreticalstudyandforwardhigheraswell.Underthesocietywithrapidlyeconomicdevelopmentand
problemsaboutlargescaleofonly-child—families,inChinamanyfamilyeducationhavebeenemerging.Meanwhileexploringtheeducationaltheories,manyeducatorsattempttosolvetheseproblemsbyreferringtothefamilyeducationsystemsofdevelopedcountries.TheoneofAmericanfamiliesisanappropriatereference.Sine1980s,thecomparisonsbetweenthefamilyeducationsoftwocountriesfromtheaspectsof
cultureand
ofthemareeconomy,politics,history,religionarecomingintheendlessstream.However,themostfractionsinclinedtotheothernessresearch.
Thethesisbeginswithabriefintroductiontotheresearch
withsomesignificanceandasmethod.ChapterIisconcerned
totheoreticalissues,suchtermsandconceptsrelevanttheculture,
thefamilyeducationandCROSS‘culturalandcommunication,emphasizingrelationshipsbetweenculturefamily
education.Chapter
ChapterIIIistheIIistheresearchofthesignificanceandresearchmethodology.comparison
ondifferencesbetweenChineseandAmericanfamilyeducationthehistoricalbackground,economicpatternaspects,laying
thespecialemphasis
“Cultureisonculturaldifferences.AsHuWenzhonghasremarkedinlearnedandtransmittedfromgenerationtogeneration.Althoughdifferentareas,belongingtodifferentnations,the
beingsisessentially
thesis,triestoculturalgroundworkofhumansimilar.”(1988;210)SoChapterIV,theoriginalpartsofthiscomparethefamilyeducationsimilaritiesofbothcountries.Finally,ChapterVIdrawsthe
studyconclusionthatsimilarityisthefoundationofcross。culturalandoffersSomesuggestionstoimproveChinesefamilyeducation.Ⅱ
武汉理I.大学硕十学位论文
KeyWords:cross—culture
similaritystudyfamilyeducationcomparativepedagogycomparisonHI
独创性声明
本人声明,所呈交的论文是本人在导师指导下进行的研究工作及取得的研究成果。尽我所知,除了文中特别加以标注和致谢的地方外,论文中不包含其他人已经发表或撰写过的研究成果,也不包含为获得武汉理工大学或其他教育机构的学位或证书而使用过的材料。与我一同工作的同志对本研究所做的任何贡献均已在论文中明确的说明并表示了谢意。
签名:盐!瞳日期:塑Z:!!:立!
关于论文使用授权的说明
本人完全了解武汉理工大学有关保留、使用学位论文的规定,即学校有权保留、送交论文的复印件,允许论文被查阅和借阅:学校可以公布论文的全部或部分内容,可以采用影印、缩印或其他复制手段保持论文。
(保密论文在解密后应遵守此规定)
签名:盘!选导师签名:
丛堡里!:盔望堡±兰垡堡奎
Introduction
Chinaisacountrywithlonghistory,splendidcivilizationandrichcultural
whichthefamilyeducationtheoryisindispensable.Earlyintheheritance,among
Wei,JinandNorthernandSouthernDynasties,thefirstseriesoffamilyeducation
ourmonographsappeared.Astimegoesby,theraisingoflivinglevelhaswaken
awarenessoffamilyeducation'simportance.
SincetheReform
hasbeenuptoandOpening-up,theworldwideconcerningwitheducationanunprecedentedlevel.Astheprimarystageofeducation,family
intheoryTheeducationhasbeengreatlydevelopedbothinpracticeand
increasingpracticeoffamilyeducationofferstherichexperiencetOitsstudyandputsforwardhigherrequirements
rapidlyeconomicdevelopmentandaastheoreticalwell.Underthesocietywithlargescaleofonly—child—families,inChinamanyproblemsaboutfamilyeducationhavebeenemerging.Meanwhileexploring
totheeducationaltheories,manyeducatorsattempt
referringtothesolvetheseproblemsbyfamilyeducationsystemsofdevelopedcountries.Many
andAmericanfamilyChineseeducatorshaveachievedmuchintheChineseeducation
comparativefield.(赵忠心,《中国教育五千年》,2003;杨宝忠,《大教育视野中的家庭教育》,2003;杨志华,《文化价值观视野中的家庭教育》,20041Thecomparisons
religionetc.aredetailedoneconomy,politics,culture,history,geographyand
Onthesescholars’shoulders,thisthesisisconcernedwiththeChineseandAmericanfamilyeducationcomparisonontheculturalaspect,notonlyincludingthedifferencesandalsothesimilarities.YangBaozhonghasremarkedinfluencedbythethat“Whileculture,educationisthevitalmeans
valuesofinheriting,developingandcreatingculture.’’DifferentculturalbetwcenChinese
bothandAmericandeterminethedifferencesofobjects,aims,contentsofcountries’family
education.
WhilemostresearchersstressingonthedifferencesofAmericanandChinese
武汉理I:大学硕十学位论文
familyeducationinordertoimprove
ours
bythereferenceofAmericanone,the
on
similaritiesofthemarousedmyinterest.AfterreadingdozensofbookscomparisonsofChineseandAmericanfamilyeducation,meanwhilesuperioritiesofthewesternfamilyeducationsystem,I
aln
the
affirmingthe
the
essence
amazedby
of
traditionalfamily
education.AsHu
Wenzhong
hasremarked‘‘Cultureis
learnedandtransmittedfromgenerationtogeneration.Althoughindifferentbelongingtoessentiallylimited
differentnations,the
cultural
groundwork
areas,
of
humanbeings
is
similar.”(1988;210)In
the
thisthesis,1have
attempted
by
tooffermyown
suggestionsabout
Chinese
family
educationthesimilarities
comparisonofChineseand
American
familyeducation.
Thisthesisisdividedintofivechapters.ChapterIis
concerned
withsome
theoretical
education
issues,suchand
as
termsandconceptsrelevanttotheculture,family
the
relationships
and
cross—culturalcommunication,emphasizing
betweencultureandfamilyeducation.ChapterIIisresearchmethodology.ChapterIIIisthedifferenceAmericanfamily
theresearchsignificance
comparison
on
ofChineseand
differences.the
educationoriginal
layingspecialemphasis
the
culturalcompare
Chapter1Visthe
partsofthisthesis,tryingto
family
educationsimilaritiesof
that
similarity
is
the
bothcountries.Finally.,ChapterV1drawsfoundation
of
theconclusion
offers
some
cross—cultural
study
and
suggestionstoimproveChinese
family
education.
2
武汉理I:大学硕十学位论文
ChapterITheoreticalFoundations
1.1Aboutculture
Tobeginwith,itisverynecessarytodefinetheterm“culture”clearly
so
that
thereadersmayeasilyfollowwhatthetermincludeswhenwetalkaboutthecuhureandfamilyeduction.Althoughdefiningthebeen
a
term‘‘culture’’has
always
verydifficulttask.
DifferentscholarsfromdifferentfieldsAccordingto
perceive
itdifferently.
as
cultural—sociology,culture
isdefined
thesharedpatternsof
behaviorsandinteractions,cognitiveconstructs,andaffectiveunderstandingthat
are
learned
throuIgh
a
a
processofsocialization.Thesesharedpatternsidentifythe
whilealsodistinguishingthoseofanothergroup.
as
membersof
culturegroup
“Mostsocialscientiststodayviewculture
symbolic,ideational
consistingprimarilyofthesocieties.The
and
intangibleaspectsof
humanCSSCnce
of
a
culture
isnotitsartifacts,tools,orothertangible
culturalelementsbuthowthe
isthevalues,symbols,
membersofthegroup
interpret,use,andperceivethem.It
thatdistinguish
one
interpretations,andperspectives
in
peoplefromanother
modernizedsocieties;itisnutmaterial
objectsand
other
tangibleaspects
of
human
societies.Peoplewithin
a
culturalusuallyinterpretthemeaningofsymbols,
or
artifacts,and
behaviorsinthesame
insimilarways.”一Banks,J“-.,ABanks,&
McGee,C.A.(1989)Multicultural
“Culture:learnedandshared
Education
O.121)
or
human
patterns
modelsforliving;day?to-day
of
livingpatterns.Thesepatternsandmodelspervadeanaspectsinteraction.Culturalismankind’sprimaryadaptive
human
social
mechanism.''--Damen。L
Classroom.0.
(1987).Culture367)
Learning:The
Fifth
Dimension
On
theLanguage
“Cultureisthesharedknowledgeandschemescreatedby
a
setofpeople
for
perceiving,interpreting,expressing,and
respondingtothesocialrealitiesaround
Peace:Conflict
them.”一Lederaeh。J.P.(x995)Preparingfor
3
transformationacross
武汉理J:大学硕士学位论文
cultures.(p.9)
However,theterm‘‘culture’’isgenerallyregardedtobecarryingtwodifferentmeaningsinourmodemsense.Oneisthenarrowdefinitionofculture,referringtosomethingartisticoracademic.Thiscategoryofculturecallbefurtherdividedinto“highculture”,referring
SOtoliterature,history,geography,education,sciences,todrama,andmusicandon,and“popularculture”referringentertainmentand
everydaypleasureforthemass.
AccordingtoChastain(1976:388).this
andcontributionsofacategoryofcultureorfocusesofonthemajorproductssocietyingeneraloutstanding
Cindividualsinthat
culture”,suchassociety.Withthethisapproach,weoftenrefertothe‘‘largeeconomic,politicalandsocialhistoryandthegreatstatements,heroes,writers,artistic,etc.ofthecountry.
Theotheristhebroaddefinitionofcultureoranthropological
Cdefinitionofculture,referringtothewayoflifeofapeople,labeledas“smallculture”,and
society.Thecontainingthewaysofthinking,habits,customs,traditions,etcofa
“culture”inthisarticlemostlybelongstothiscategory.1.2Aboutfamilyeducation
L2.1Thedefinitionoffamilyeducation“FamilyeducationistheeducationthatisgivenconsciouslytotheissuesbytheparentsorolderperSOnsinthefamily.”
一《中国大百科全书教育》p.140
“Itisthemutualinfluenceoreducationbetweenthefamilymembers.especiallytheeducationparentsgivetotheissues.”
~《教育大辞典》顾明远P.381
“Itisthepurposefulinfluenceinthefamily,nomatterparentsissuesonOntheissues,theparents,theelderontheyoungerortheyoungerontheyounger.”
~《家庭教育学》赵忠心p.5
Actuallyfamilyeducationisaconceptwiththerich
lifelonginfluenceconnotationandwidefamilydenotation.Itisthecontinuousandbetweenthe
4
武汉理I:人学硕十学位论文
members.Itincludestheself-conscious
influenceonorunself-conscious,tangibletheorintangibleofsocialmultilevel,aswellasnon—subjectinfluencecircumstance,lifestyleandenvironment.
1.2.2Theessentialattributeoffamilyeducation
Essentiallyfamilyeducationisthespontaneousandlifelongeducationprocesswhichisinvolvinginthefamilylifeandbasedonthemaritalrelations,bloodtiesandadoptiverelationship.
1.2.3Thecharacteristicsoffamilyeducation
Familyisthefirstaswellasthelastschoolofmankind.Fromenteringlifewithcrytofarewell,everypersonispursuingthe
activitiesconsciousoreducationandundereducationunconsciouslyduringthewholelife.Theeducationfromfamilyimpactstheindividualsmostdeeplyandlastlongest.Notliketheschoolwhichistheeducationalinstitution,familyisa“specialschool”,therefore,thefamilyeducationhasitsowncharacteristics.
1.2.3.1Thebroadrangeof
Inthefamilyeducation
totaketheresponsibilityofhumansociety,everypersonwasborninthecertainfamily.Ineachfamily,everycoupleaslongastheyhavechildought
education;every
specialfamily
Anyhow,thereoryoungsterissupposedtobeeducatedbytheold.Evenintheinthespecialtime,theeducationdoesexistwithoutexception.howmanyfamilies;there
atateSoaremanyeducationplacesandsomanyeducators.Notlimitedhome,theclassroomoffamilyeducationisthe
placewherethefamilymembersget
aletogether.Meanwhile,thecontentandmethodsoffamilyeducationbroadtoo.
1.2.3.2BasedontheaffectionamongfamilymembersThebloodtiesin
isafamilyeducationdiffertotallyfromthestudent—teacheronrelation.Familysocialformconstructingthemaritalandbloodties.The
bloodtiesalethemostemotionalandclosestconnectionsbetweenhumanbeingswhichfollowsthewholeprocessoffamilyeducationthroughoutasthemeridian5
武汉理I:人学硕十学伉论文
throIIghthehumanbody.
1.2.3.3Thefusionoffamilyeducationandliving
Family
education
processes
in
the
family
daily
life
spontaneously.It
inter-infiltrateswithfamilylifeall?dimensionally.Itscontentandformthechangesoffamilylife
convert
as
anddevelopmentof
educatees.Beingborn,livinginthe
family,theyoungisinfluencedbyeachdetailoffamilylife.Notonlymerelythis,
otherfactorssuch
as
family
structure,parents’vocations,economiccondition,
on
family
ofthe
atmosphere,livinghabitsandinterestsgivegreatimpact
young’Spersonality,interestsandmorality
directly
theformation
or
indirectly.Just
becauseofthe
highlyconfusionoffamilyeducation
and
living,theinfluenceof
can
family
education
becomescontinuous,during
whichtheyoungacquirevalues
thatshapetheiraspirations,theirthinking,mentalityeffects
are
and
theirspirituality.The
not
immediately,butverydeepandwide.
1.2.3.4Thewide-ragingcontentoffamilyeducation
Althoughtheteaching
content
of
family
educationdoesnot
containcontent
the
as
complete
plan
andthesystemic,comprehensiveteaching
SO
theschool
education,itisAsthecellsocial
richthatconcludesthewholeknowledgeinvolvinginthelife.
and
miniatureof
society,familyperforms
family
thecomplicatedandvariededucation
shows
everyday.Consequently,the
a
hasthesame
characteristics.Familyis
like
lifesch001.wheretheyoungistaughtthelivingskills
speaking,walking,etc;familyisapolitical
skills,etc;family
school,wheretheyoungistaught
thesocialknowledgelikephilosophy,morality,regulationsofconduct,social
theyoungis
poise,interpersonal
taught
the
seasons
isalso
a
science
school,where
revolving,weatherchanges,creatures’livingrules,etc.
of
Whereforethecontent
familyeducationis
comprehensivelybroad.
1.2.3.5Thediversifiedf01-msoffamilyeducation
Family
educationisnotlimitedbythetextbook,classroom,teachingplan,
teachingaim,etc.astheschool
education.Without
fixedmodality,itisableto
perform
atany
timeandanyplace.Italwayshappensintheresting,entertaining,
6
堕堡里!;查兰堡主堂堡丝塞
talking,cleaning,shopping,visiting,traveling,etc.Evengesture
are
a
look,allexpression,a
alltheformsofit.
1.2.3.6Therepeatabilityoffamilyeducation
Familyeducationrepeatsdaybyday
as
thefamilylife.Thischaracteristicis
and
suitablefortheyoungtoacquiremorality,masterskills
knowledge,and
habitsandpersonality,the
developtheintellect.Sincetheformationoflivingtrainingofskillsallrequiresrepeatability
anda
longtime.
1.2.3.7Thelifelongfamilyeducation
Thesocializationofindividualis
a
systemic
projoct,which
can
couldnotbe
withoutthefamily.Nomatterhowold,theeducation.Thereiseducation,“Itis
an
man
not
livewithoutfamily
oldsaying,“Itis
never
toooldtOlearn.’’Forthefamily
never
tOOoldtoeducate.”
1.2.3.8
Thedepthoffamilyeducation
to
Familyisthe“firstenvironment”fortheyoung
contact,observe
are
society,
andacquire
knowledge.Itissaidthatthefirstimpressions
most
lasting?These
firstimpressionslaidthefoundationoftheyoung’Sfutureeducation.Theforemost
experiencepersonality
andinitiative
comingof
the
fromthe
family
educationinfluence
living
the
development
youngdeeply.The
habits,language
development,behaviormode,moralitywith
this
first
and
personalityofthechildrenallrelate
capable
of
thinking
environmentclosely.Being
asa
and
acting
independently,familyserved
filterhelpsthechildrenacquketherightvalues?
Thevariedinfluencefromtheothereducationformsarechosen
to
and
absorbedby
reference
the
knowledge
acquiredfromthe
family
attheearlyage.Comparedadjust
theirs
withthevaluesandaccordingthey
ale
experiences
told
in
the
ofthefamilymembers’,children
family.Therefore,whenfamily
the
young
become
self-supported,underthewidersocialbackground,theirvaluesarestillinfluencedbytheir
acceptance
tothesocial
education.
1.2.3.9
Theauthorityoffamilyeducation
7
武汉理I:大学硕十学位论文
Duringtheprocessoffamilyeducation,parentshavetheirauthorities.Itisdecidedbythebloodties,children’Sdependence
ofbasicinterestofthefamily.ontheirparentsandtheidentity
1.2.3.10Theinheritanceoffamilyeducation
Theeducationandinfluencecomingfromtheoldwouldbcrevised.adjustedbytheyonng'sownexperienceandunderstandingwhentheygrowup.Thentheirowneducationideascome
culturaloutandeducatetheirischildren.Agreatdealofvaluedbytheinheritanceofhumansocietyconservedcompletelyancestralvocations,secretrecipeshandeddownfromgenerationsandfamilycustoms.Thisistheinheritanceoffamilyeducation.
Familycustom(家风)istherelativelysteadylifestyle,traditionalhabitandfamilymorality
thetraditionofwhichformsgraduallyfromgenerations.Andthemaincontentisafamily’Sthinkingandideas.Itisconsistsofthesocialpositionofthefamily,thehistoricaltraditions,thecharacters,qualities,vocationsoffamilymembers.Therefore
Theinheritingandthefamilycustomdiffersasthechangesoftheabovefactors.customdonotconservingofthefamilydependonthedescendiblityofgenerationsbuttheinheritanceoffamilyeducation.
Onceformed,thefamilycustomwillinfluenceunconsciouslythecharacters,qualitiesandideasofthefamilymembersandtheiroffspring.
1.2.4Theaimsof
Firstly,tohelpmodemfamilyeducationandlife,enrichtheirthechildrenunderstandthesociety
experienceandlaythegroundoftheirfutureindependentlife.Indetails,itisconsistsofthemasteryofthebasiclifeskills,understandingandobeyingthebasicsocialregulations,understandingloveandacceptingandpayingoutloveactively.
Secondly,tohelpthechildrenhavethehealthpersonalitywhichincludesthecreativity,abilitiesofthinkingbyoneself,facingthedifficultiesandsolvingtheproblems.
Thirdly,tohelpthechildrenacquiretheabilityofcooperationthisincludesthe
spiritandsociability,competitivesense,cooperative
8communicativeskills.
武汉理I:大学硕十学位论文
Fourthly,todevelopthechildren’Smorality,thisincludesself-respect,self-love,confidence;understandingtheriglltsofresponsibilitiesofcitizens;acceptingthemulticulturalsociety;appreciatingthecultureandart.
Fifthly,tohelpthechildrenhaveahealthbody.Thatincludesknowingtheirownbodies,masteringtheexerciseskills,havinggoodlivinghabits.
Skthly,toguidethechildrenacquiretheknowledgethatincludesthecuriousnesstothelearning,thebasicabilityofmasteringandapplyingtheknowledge.
Theaboveaimsareraisedaccordingtothecommonobjectsoffamilyeducation.Differentfamiliescouldputforwarddifferentaimstargetingthechildrenindifferentageswithdifferentcharacteristics.
These
oneorfamilyeducationaimsarenotisolatedbutintegrate.Justemphasizingsomeaimscouldnotreachtheeducationeffect.
onesLiterallytheseaimsdonotdiffermuchfromthe
Actuallythedifferencesareofschooleducation.ondistinct.Familyeducationemphasizesparticularlytheeducationduringthelife,butwhattheschooleducationemphasizesistheteachingbytheformalandorganizedactivities.
1.3Cultureandfamilyeducation
1.3.1Therelationshipbetweencultureandeducation
EducationistheconstituentelementofcultureandiSeffectedandrestrictedbytheculture.Meanwhile,education
totheistherelativelyindependent.Cultureisindispensableeducation.Exceptinfluenceofceaainpoliticalsystem
andeconomicdevelopment,thevestigeof
contentofeducation.Forculturecanbefoundintheideas,asystemsandinstance,sinceSuiandTangdynasty,as
apersonnelappointmentsystem,imperialexaminationsystembecomescultural
traditionalongitslong-termdevelopment。Thissystemcombiningtheschooleducationwiththe
aappointmentsystemimperialisticimpactstheChinesehistoryformorethanthousandyears.AstheinvasioninthelateQingDynasty,the
politicsimpedalexaminationsystemcollapsedowing
9totheviolentrevolutionof
武汉理I:人学硕十学位论文
andeconomy.Althoughithasbeenabolishedformorethanacentury,theeducationideasaccompanywiththeimperialexaminationsystemhasremained.Perusingdegreeandemphasizingexaminationsarethereflectionsofit.
Whileinfluencedbytheculture,educationisthevitalmeansofinheriting,developingandcreatingculture.That
asistosay,educationisinheritinganddiffusingthecultureincessantly
accordingtothewellaschoosingandreconstructingthecultureincludesschooldemandoftimeandsociety.Thiseducation
education.education,familyeducationandsociety
1.3.2Theimpactofculturalvaluesconcerningfamilyeducation
Asthecoreofculture,culturalvalueseffectthefamilyeducationdeeply.
1.3.2.1Theconnotationandfunctionofculturalvalues
aPeopleineveryculturehave
appeartobeuniversalacross
peoplefromtwosetofvaluesbywhichtheylive.Somevaluescultures;othervaluesvarysignificantly.、)l/henculturesinteract,theymayassumethattheyhavethesamevalues,whereasiftheychecked,theywoulddiscoverthattheydovaluedifferencesornot.Whenseuseclashescomeup,theydohavetonegotiated,andinthe
aretheyareindependentofthewaythey
fromfacttalkingabout.knowledge,culturalvalueisDistinctjudgmentandanother
andcognitiveformandthevaluestandardofrighteousnessanddepravity,true
false.Culturalvalueisthesummationofposition,attitudeandviewindealingwiththeuniversalvalueproblems.Itscontentconsistsofthebeliefsandidealsofhumanbeings.Thepanicularforms
explanation.arethebeliefandidealsystemsforthefurther
Culturalvalueseffectfromindividualtosociety.Atthemicro
valueisalevel,culturalde印faithsystemwhichworks
standardasthebehaviorguidance,emotiontheinspirationandevaluationandef砖ctsunderstandingofhuman
himselfaswellaslifeandthedealingofinterpersonalrelationship.Asthevital
valuerestrictsalltheaspectsofhumanlife.It’S10contentoflifephilosophy,cultural
武汉理I:人学硕十学位论文
allinvisiblebutpowerfulworld.Therefore,peoplefromdifferentcountriesorfolksdisplaydifferentbehaviorcharacteristicsowingtotheirdifferentculturalvalues.Thewell?knownAmericanwriterofChineseancestryTangTingtingtoldastoryinherautobiographicalnovelTheWomanWarrior.Shewasbomafterherparents’immigration.Growingup
knowledgeofChineseintheAmericanculture,shehadpoorculture.Whenshewasyoung,shethoughtthewhitefower
andworeitinhishair.Hermotherwassowasverybeautiful,soshepicked
angryatonesightofthewhiteflowerinherhairthatbeatherviolently.Shewaschagrinedwithoutknowingthereason.LatershecametoknowthatChineseonlywearwhiteflowerswhenthereisthedeathinthefamily.However,intheAmericanculture,whiterepresentsthepurity,beautyanddignity.
Atthemacrolevel,culturalvalueisthecoreandsoulofsocietycultural
afcsystemandrepresentstheregulativestandard.People
valuesbyvariousmeans.Reflecting
valuesembodythecharacteristicsainfusedtheseculturalnation’sidealsandpursues,theculturalitandnatureessenceof
1.3.2.2Theimpactofculturalvalues
educationconcerningfamily
Apparently,thewayoffamilyeducationisaffecteddeeplybytheculturalvalues.Theparticularculturalvaluesreflect
reasonOntheideasandmethodsoffamilyeducation.Thefundamental
ofculturalofdifferentfamilyhaveeducationisthedifferencevalues.Americadidn’timperialexaminationsystem,butAmericansbelieveinfreedomandequality.Therefore,theypursuetherealizationofpersonalvalucsthroughbeingeducated.11
武汉理r=大学硕十学位论文
ChapterIIResearchsignificance
2.1Researchsignificance
Itisproverbialthatfamilyeducationis
a
vitalconstituentpartof
or
education.
Nomatterfortheindividuals’developmenteducationplays
an
forthewhole
society’s,family
education.Since
bythefamily
of
the
irreplaceablerole.
educationistheprimarystageofthechild's
Firstly,family
beinggestatedinmother’Swomb,childmembers
and
family
begins
tobe
affected
isthe
atmosphere.Family
as
education
bedrock
kindergarteneducationchildren
are
well
as
thevitalsupplementofschooleducation.Ifthe
well?familyeducated,itismucheasierforthemtoreceivetheschool
thechildren
are
education.Conversely,ifdifficulties
inschool
poor-family
educated,they
is
SO
willhave
education.Ifthesehooleducation
education
called
to
emphasize
thelearningofknowledge,family
a
attachesmoreimportancetoexerting
subtle
influenceon
thesociality,healthpersonalityandrichemotions.Therefore,
increasinglystressthecloserelationseducationandthecooperationbetween
the
contemporary
educationalthe,odeseducationand
betweenthe
family
sehool
them.Asthe
experiencestellingUS,theovercomingof
shortcomings
atthe
whenthe
childrengrowupisfarmoredifficultthanteachingthem
conclusion
can
early
age.The
bereachedthatitisessentialto
withthe
beeducated
wellinthefamily.andschool
Secondly,comparing
communityeducation
are
education,
family
educationismorefar-reaching.Parents
theclosest
and
mostreliableactionhasthe
personstothechildren.Livinginthesamecivilizinginfluence
on
family,parents’each
the
children.Theknowledge
structure,habits,interests,
experiencesandmoralitiesofindividualsarecloselyaffectedbytheir
families.
educationis
Thirdly,family
only
a
educationis
lifelonglasting.Receivingthe
sehool
period,whilethe
familyeducation
ismuchlonger.Aftersehool
education,
familyeducationstillprocesseswiththefocusconverting
tothelifeprinciples,
vacationchoosing
andmarriageetc.fromtheintelligentdevelopment,culture
12
武汉理I:大学硕七学位论文
learningandhealthycare.Chinesefamilyeducationistypicallylifelonglasting.
Confucianhassaid,“AmanshouldAmerica,parents
not
are
beindependentattheageofthirty.’’In
notobligatetosupporttheirgrownchildren,buttheywould
glveuptheresponsibilityoffamilyeducation.
Fourthly,family
education
tothe
iscloselyrelatedtothedevelopmentofsociety.
Comingandbelongingfamily,eachpersonwill
as
a
enterthebroadersociety
lifeandtakepartinthesocialpracticehasgreat
communitarian.Howfamilyeducated
significancetotheirattitudesandcontributionstowardsthesociety.The
contentandmethoddifferasthedifferencesofsocial
position,political
attitudes,
culturalqualities
andeducation
competenceoftheparents.Ifthefamilyeducation
demand,thepersonfromthiskindoffamily
effectmightbenegative.
COmestotermswiththe
society
wouldbeactiveinthesocial
practice.Conversely,the
educationand
hXun
stressedthefamily
societydevelopment.Noticingthe
poorchildrenare
poorfamilyeducationinoldChina,hesaid
emotionally,“The
wandering
aboutinthestreet,whiletherichchildrenareroamingat
idleaboutin
home.When
theygrowup,they
thesociety.”Asthefutureofsociety,thefutureofsociety.
are
conditionof
In
children
determinesthe
of
family
consideration
all
education’Ssignificance,theeducators
teachinthe
concernedwithit
long.Whatandhowto
family
isthelearning
and
artdeserveresearchingdeeply.
Choosingthe
significance
education
and
familyeducationasmymyinterest.AsEnglish
degree
research
a
subject
owestoits
majorand
future
mother,family
offers
me
a
relatestothecross?cultural
communication
closelyand
valuablelearningopportunityinmyfuturefamily
education.
2.2
Methodology
upon
thetheoriesofcomparativepedagogy,thispaper
Based
chooses
the
researchmodeofcomparingChineseandAmericanofculture.
Comparative
family
educationintheview
educatorM.E.Sadlerindicatedthesignificance
of
culture
武汉理I:大学硕十学位论文
researchtothecomparativepedagogyforthefirsttimeinhisfamousspeech“HowFarCanWeLearnAnythingofPracticalValuefromtheStudyofForeignSystemofeducation?”Theculturalresearchofbothcountries’familyeducationwillhelpusexploretheculturalvaluesoftwocountriesandfindoutagoodwayofChinesefamilyeducation.14
亟堡堡!:查堂堡±兰堡丝苎
ChapterIIIThedifferencesbetweenChineseand
Americanfamilyeducation
3.1ThepresentconditioncomparisonsbetweenChineseandAmericanfamilyeducation
Nowadays,theintemationalcompetitionsatefierce,whatiscomedownthecompetitionoftrainingthequalifiedpersonnel.Asweknown,thefirstpositionis
athefamily.Therefore,in
thesense,thecompetitionoftrainingqualifiedpersonnelisarecompetitionofparents’rearingcapability.Moreandmoreattentions
familyeducationhaspaidthetothebasiclink—familyeducation.Ahhou曲the
ofallsocialcausedseriousconcernsectors,especiallytheeducationalcircle,until
educationwhichrecently,thereare
strongly
valuablesomemisunderstandingstheformingofyoungconcerningfamilyperson’sinfluenceonpracticesgoodqualities.Learningtheusofothercountries’familyeducationhelpsfindasuitableapproach.WecannotassertthatAmericanfamilyeducationisidealandperfect,butthereasonableelementsintheirfamilyeducationarewhatweneed.
3.1.1ThecomparisonoffamilyeducationresultDifferent
caneducationaims,contentsandmethodsmayleaddifferentresults.Wecatchaglimpseofitfromtheresultsofthetwocountries’familyeducation.
childrenGenerallyspeaking,thecharacteristicsofAmericanandteenagersare
active,c001.headed,easy—going,independent,bold,creativeandsociable.Since18yearsold,mostofthemareindependentoftheirfamiliesandself-supportbypart—timejobs.Theyhavesomanymarketeconomicbrainsthattheyparticipateinthemanagementofmoneymattersandobtainthe
oncompetencetheofcommunicatingwithcustoms.Inaword,theyarematurcnon—intelligentelements,
competitiveandabletoadaptthemselvestothenewsurroundings.
evenMeanwhileChinesechildren
However,theyshownegativecollegestudentsonaresuperioringradepoints.tendency
1Stheircharacters:passive,timid,
武汉理j:大学硕十学位论文
dependent,etc.In
a
word,they
are
lackoftheabilityofadaptingthemselvestothe
are
newsurroundings.Thesepersonalitiessociety.Children
are
closedrelatedwith
our
degree—oriented
expectedtobetoiledattheirstudiesintheuniversitiesrather
thantobetorturedinsociety.
Whichoftheeducationresult
can
beacceptedbythemodem
society?Human
beings’activityandcreativityimpelthesocietydeveloping.Astheprogressingof
humancivilization,humannatureisincreasingconcerned,and
SO
isthean-scaled
can
abilityofhumanbeing.Obviously,American
familyeducation
trainthe
the
personwithcreativityandabilitytoadaptnewsurroundingsChinesefamilyeducationistrainingisthe
better.What
docile
scholarwhoisresultedfromthe
examination—orientededucationcooperationoffamiliesandschools.
3.1.2Thecomparisonoffamilyeducationprocess
Fromthe
presentconditionsofdifferentfamily
of
educational
educationresults,asan
education
hasnot
important
factor
system,althoughfamily
systematized,ithasitsowneducationaim,content
andmethodastheschool
education.Theaim
isthestarting
pointand
are
finishinglineof
family
education
activities.Andthecontent
andmethod
determinedaccordingtotheaim.
3.1.2.1Thecomparisonoffamilyeducationobjects
anddecides
Thefamilyeducationobjectimposesrestrictionson
itsoveralleffect.Therefore,itistheof
thedifferences
oftwo
itsorientation
core
of
familyeducationandthebasicreason
education.Oncetheobject
is
countries’familycountries’family
education
conforming
isnot
determined,accordingtowhichthewhatisthe
contentandmethodcould
education
bechosen.Then
whatisthe
difference
oftWO
objects?Or
have?
difference
oftheexpectationsthatthetwo
of
countries’parents
Theobject
man
who
has
Americanfamily
capacity
a
israisingthechildreninto
to
a
socialand
theofthe
series
surroundings
and
independence.Being
social
mancould
just
all
idealbut
an
operable
lenient
requirement.Sotheparentsdigouttheactiveelementsofthechildren’S
charactersbythegreatestdegreeeasily.Inthatcase,childrenactualizetheirown
璺堡墨!;盔兰堡±兰堡笙奎
personalworthwithoutconsideringtheutilitarianwell—paid
objects,such
as
hi曲degree
and
jobs.Actually,“Inthegardenmoregrowthanthegardenersow”r无心
插柳柳成荫”).Thjskind
ofeducationalwaysproducesunexpectedeffect.Onthe
otherhand,guidedbythis
object,children
are
trainedtobemoreindependentin
thou曲t
andaction.Let’s
see
theeachstageofAmericanchildren:when
theyare
they
can
enfant,they
sleepthemselves;whenwall
theyplaybythemselves;then
allbythemselves;
oldeLtheyhavetheirownroomsand
decorate
andcleanthem
theyengageinthepaidworkwithintheirreachsincethey
cleaning,takinghigh
school
care
are
young,such舔
are
babies
and
deliveringnewspaper'etc;whenthey
are
on
intheand
and
university,they
the
work-studyprogram
self-supported.
Bycontract,Chineseparents
a
are
alwayskeenfortheirchildrentogeton,have
good
jib
andlivein
a
bedofroses.Firstly,theexpectationofthis
object
istoo
high
toberealized.Underthis
object.whatdotheparentscaremostistheir
children’sgradepoint
averages.Sotheirexclusiverequirementisstudydiligently.
Ithasignoredthechildren’stalentsandrestrictedtheir
creativityduetonotbecaredaboutthepersonalityandthesociety,fewofthechildrenwouldbesuccessful
badly.Secondly,
to
competence
conform
the
throughtheydowellinstudying.
3.1.2.2
necomparisonoffamily
educationcontents
tothe
Americanfamilyeducationisrichincontentthatattaches
importance
children’sharmonydevelopmentof
physicalandemotion,whichisphysical
called
power,cognition,sociality,language
education.Onenhancing
competence-oriented
the
power,theparentsemphasis
and
outdoor
activities,suchasplayingonthe
swirlsintheyard
hikinginthefields;onthe
cognition
developmengthey
trainthechildren’ssenses,widentheir
sightsand
inspiretheirstudyinterest,for
instance,parentsbringtheirchildren
tothelibrarywiththehopeofbeing
bred
by
thegoodatmosphere;ontrainingthesociality,theyhopethechildrendotheirown
businesswiththeteam-workspirit;on
edifyingtheemotions,theychildrentoappreciate
guide
their
music,dance,artand
literatureworks,such
as
takingthem
17
武汉理[大学硕十学侍论文
to
allsortsofmuseums
or
exhibitions.encouragingthemtoattend
creative
activitiesand
enjoythe
nature.
Chinesefamilyeducationcould
develop
in
all
givesgreateremphasisto
ensure
thatthechildren
and
all—round
way,morally,intellectually,physically
aesthetically.However,whenchildrencometotheschoolage,theintellectual
education
isofoverridingimportance,and
ensure
theeducation
content
is
unbalanced.
Onphysically,theparents
thenutritionofthechildrenneeddaily,protect
to
themfrombeinghurtandtakeeveryprecaution
to
the
diseases.Whencompared
theAmericaneducation,thisisdefensive,staticandnegative.Onintellectually,
as
theyteachthechildrenknowledgeandskills,suchbuyingallkindsof
books
for
thechildrenandteachingthemreading,writingandcalculating.Onaesthetically,theincreasingnumbersofparentsrealizetheimportancewhich
could
helpthe
ofthespecialskills
the
children
enter
are
better
schools.Therefore,besides
compulsory
suchas
education,thechildren
occupiedbyallSOrtSofinterestclasses
SO
painting,dancing,piano
are
etc,whichis
onone
eagerforquick
SUCAT,eSS
that
children’Srealinterests
ignored
hand,andtheyhavemuchmoreburden
underthewasteoftimeandmoney.
By
contrast,American
family
ours
educationis
relatively
richer
andmore
reasonableincontent,while
isnarrower
andunreasonable.Forthephysical
Or
education,Chinese
parentsusuallytakenoticeofthechildren'sfigure
shapebut
ignorethephysicalexercisesometimes.Beinglackofwatching
TV
athome
outdoorexerciseand
includes
or
make
the
obesity
increase.Intelligence
the
practical
ability
and
potential.Thepracticalabilityistheknow-how
are
skill.But
someofthemlikelivingskill,vocationalskill
whiletheyin
the
are
ignoredintheChinesefamily
paidmuchattentioninthe
isthe
Americansociety.Whatismuchignored
potential,whichincludesthelearningparentsattachmuchmore
Chinesefamilyeducation
ability
on
andcreativity.Apparently,Chinese
just
importance
thechildren’Slearning,whichis
enablesthechildrento
thelowerlevelof
cognitivecompetition
andjust
cram
fortheexaminations.Therealmainspringof
societydevelopmentisthecreativeability.Followingisoneoftheresultsfrom“A
18
武汉理工大学硕十学位论文
sedesofsocialsurveysonthecreativeabilityofChineseteenagers’’(2002)QuestionWhenthechildrenaretakingapartthenewclocks.whatdothe
parentsdo?
Answer
RatioReprimandorwarn.Putitononeside.0thcrs.2%40%48%
Fromthistable,theconclusioncanbereachedthattheawareofeuhivatingthecreativeabilityonghttobeenhanced.
InAmerica,manyeducatorsdonotholdthatthestudentsOtIghttomemorize
notunderstandattheearlyage.Afterschool,theChinese
attheknowledgetheycanparentsalwaysasktheirchildren“Whatdoyoulearn
haveyougotschool?’’or‘‘Whatscoretoday?”Whilethe
raised
theanyquestionstoday?…orAmericanstudentswouldbeasked“HaveyouHowdOyouliketheclassestoday?”Thesearedifferentunderstandingstotheintelligencebytheparentsofthebothcountries.
3.1.2.3ThecomparisonoffamilyeducationmethodsFamilyeducationmethodisthespecificmeasureofeducationcontent.whichisdetemaineddos,elybythetraditions,customsandhistoricalbackgroundandisrestrictedbytheeducationobject.
educationmethod
esteemofIngeneral,theAmericanfamilyisequalanddemocratic.treatParentsholdchildreninandthemastheequalandindependent
theiropinionsorfamilymembers:1)Childrenareencouraged
theirparents.According
characteristicsoftothetoreservenotobeyAmericanpsychologist'sresearch,thecommonhighlycreativechildrenarenaughtyandself-opinionated.2)Americanchildrenhavemoreoptions.Thegames,books,friends,futurevacation,eventhefuturespouseandmarriagetimecouldbechosenbythemselves.Whattheparentsdoisguidingthemtochoose
throughtheirOwneyes.31andencouragingthemtoobservethelifetheclosefriendsoftheirAmericanparentsaremostly
19
武汉理J:大学硕十学位论文
children.Thebothsidescouldcommunicateequally.钔Americanparentsgenerallyrespecttheirchildren’sprivacy.
What
rightsofaretheChinesefamilyeducationapproaches?1)Thechildrenhavelessparticipate.Theyarelecturestobedocileandagreeable.21
areTheyhavelessrightsofoption.Manythingsdoneattheparents’willordecidedbythe
parents.31Theparentssometimes
themselvesandthechildren.SOpatriarchalthatwidenthedistancebetween
Americanparentsfavortheopeneducationpatternandentitlethechildrenthefightsofparticipate,optionandself-determination。1)The
everythingshouldbedone
areAmericansholdthatbythechildrenthemselves,duringarewhichtheirexperiencesandskillsincreased,abilityandconfidencestrengthened.They
offerthechildrenthekeysratherthanunlockthedoorforthem.21Playingisthemostimportant
arewaytolearn.InAmerica,thesparetimeandanplayingplacesofouting.Andthechildrenrich.Onholidays,they.arealwaystakenfor
parentsusuallyparticipateintheactivitiesoftheschools.
TheeducationpatterninChinaisrelativelyclose.Firstly,theparentsfavorlecturingthechildren,whileattachlessimportancetothepracticalactivities.Thechildrenareexclusivelyrequiredtobedocileandstudydiligently.Secondly,childrenhavefewchancestotheoutdooractivitiesowingtotheburdensomehomework.
Therearemanyadvantagesofdemocraticeducationpattern:1)Stress—freeenvironmentisnecessary
based
toontoinspirecreativity.Creatingtherelaxenvironmentistheequalrelationshipbetweentheparentsandchildren.2)ItisfavorabletheformingofwholeandSOundpersonality.Theconfidence,responsibilityand
areindependenceenhancedastherightsofchildrenhaveincrease.
3.2nereasonsofthedifferences
Why
educationdothedifferencesemergebetweentheChineseandwhichareAmericanfamilyemphasizedhighiybyparentsfromthebothcountriesinthesamemodernsociety?Thefollowingwouldbethereasons:
武汉理l:大学硕十学位论文
3.2.1Differenthistoricalbackgrounds
TheUnitedStates
areisanationofimmigrantswithshorthistory,whereold—fashionedideas
developedseldomkeptdown;newideascouldbeacceptedeasilyandundertheinfluenceoftheunrestrictedly
isamulti-culturalvalues.Meanwhile,Chinacountrywithlonghistorywherethevaluesaremostly
withdrawn,conservativeandlackofventuresomeandinnovativespiritsbecauseoftheinfluenceofoldrestrictsandsmall-scalepeasanteconomy.
3.2.2Differenteconomicpatterns
Withadvancedproductiveforce,boomingeconomy,acornucopiaofemploymentopportunitiesandlightlivingstress,Americanpeoplehaveboarderrangeofchoicesandopenercareersvalves.Inthiscompetence—orientedsociety,parentssupposethatanyvocationisequal,nohighandlow.ButChinaisadegree-orientedsocietywithbackwardeconomy,inwhichthelivingstressisheavy.Peoplealwaysplacethehappinessofthewholeononevocation.Sothe
andfindingaChineseparentsholdthatthebestwayoflifeisdoingwellinstudy
goodjob.Thereafter,theobjectofeducationistoreceivehJighereducationandholdadvancedacademicdegrees.
3.2.3Differentculturaltraditions
3.2.3.1DifferentValueorientations
American
whoseculturalpeoplecoreemphasizetheindividualinterestandself-achievement,isman-oriented.Inthefamily,individualhasthehighestfightandisindependentofthefamilyrelationship.Sotheparentstreatthemselvesandthechildrenastwounattachedunits.Theyesteemtheirchildren'sinterestsandchoices,andwouldnot
alegiVeuptheirownhobbies.Chinesepeopleparticularaboutthecommonnessthatcollectiveinterestis
thefamily,parentstreattheirchildrenasthesuperiortotheindividual's.In
extendingoftheirownvalues.Childrenarethewholecontentoftheirlifewhosefuturelifehasbeendesignedbytheirparentsinadvance.Therefore,relatedtothe
武汉理l:人学硕十学位论文
children’scompetence,Chineseparents’expectationistoohigh
3.2.3.2Differentmodesofthinking
Americansaresorationalthattheirfamilyeducationstressestotreatthefamilymembersandaffairsrationally.Attheirpoints,theobligationsoffosteringandeducatingthechildrenareequaltotheonestothesociety,notstartingwith
theraisingofchildtheinterestofthewhole
asfamiliesandthemselves.Supposingtheobligation,theydon’thavethetraditionofraisingchildrentoprovidefor
aoldage.Notseekingthisrebound,livingintheoldfolk’shomeis
end—result.
Chinesetreatfamilyrelationshiponnaturalthebaseofaffection.MostChineseparentseducatetheirchildrenundertheconsiderationofsupportingofoldagerealizingtheirownambitions
properties.Theirmeticulous
thefavorsfromtheir
aresoandsincetheyseemthechildrenastheirpersonalcaretothechildrenhidestheirmotivestoreciprocateitisnotchildren.ThereforedifficulttounderstandwhyChineseparentsdeterminedto,seetheirchildrensucceedinlife.
武汉理I:人学硕士学位论文
ChapterIVThesimilaritiesinChineseand
Americanfamilyeducation
4.1TheessentialsimilaritiesinChineseandAmericanfamilyeducation
Amongtheparents,familyeducationisthe
realizingmoreandmoredifferencesandconstanttopic.Wehavebeendisadvantages.ThevoicetoreformChinesefamilyeducationandschooleducationisincreasinglylouder.Ithasarousedtheinterestoftheacademicworldinwhichtheresearchersandeducatorshavedevotedthemselvestothisfieldforseveralyearsanddidputforwardsnumerousvaluedsuggestions.AmongthesemostareraisedunderthecomparisonwiththefamilyeducationofwesterncountriesrangingfromthecausestotheresultswhichIhavementionedinchapter111,Afterreadingmanybooksonthefamilyeducationandcountlessinstances011thenewspaperandmagazines,besidestheproblemsmanyeducatorshavebeenconcerning,IcometobeinterestedinthesimilaritycomparisonbetweenChineseandAmericanfamilyeducation.Inthisthesis,Iamtryingto
thefamilyeducationsoftwocomeupwithsomesimilaritiesbetweenthisattemptI'dliketooffer
SOacountries.ThroBghfewupcommonplace
withvaluableremarksbythewayofintroductionthatothersmaycomeopinions.The
andculturalsimilaritiesarethebasicofcrOSS—culturalresearch.“ChineseculturesaretraditionalcultureforeignperfectingbytheessencecombinationofChinesecultures.”(顾嘉祖,2000:77—78)Thissubject
peopleofalloverwhicharousestheinterestofthe
theequalcommunicationstheworldwoulddeveloponandcomparisons.
sense4.1.1Theessentialsimilaritiesinlife
Generallyspeaking,familyasalivingstyleofhumanbeingsmakesthefamilyeducationbethebehaviorthathasthelifesense.Inthe
animalswholiveinthefamilygroupareanimalkingdom,thetakingthefamilyeducationaswell.They西
武汉理I:人学硕十学位论文
developtheirchildren’slivingcompetenceindifferentways,andevenabandontheirchildrencompulsorilytorealizetheirultimateindependencewhentheyounggrow“p.Thegrownanimalsseemthaitheyknowinstinctivelywhatkindofeducationcouldbenefitmoretheyoung.Thistouchinglovethatisundertheobjectofbreedingbutseemsmercilessmakestheeffectivefamilyeducationwork.
thewhole(张进峰,2005:52)Forhumanbeings,familyeducationhasthe
essentialsimilaritywiththeanimals’lifesense.Theybotheducateandguidetheiroffspringbytheirparents’loveandtorealizetheyoung’sindependence.
4.1.2Theessentialsimilaritiesincultural
Intheworldcivilizationhistory,somecultures
timeandspaceCallsensestrideacrossthegapsofandshowthemarveloussimilaritiesindifferentregionsandtimes.Itisnotthecoincidentsincesimilartothedevelopmentofhumansocietytheculturesdevelopastheirown
inprocessandthislaws.Ontheotherhand,sincethehumanbeingparticipates
similaritiesare
betweenChinaevolution丛thecommonelement.theseeasternandwesterncultures,boundtoexist.AstherepresentsofandAmerica,thereare
aredistinctculturaldiversities.However,onthefamilyeducation,therestill
aremanysimilarities.“Thegroupnatureandgroupphenotypeofhumanbeingscategorized.”(李述一,李小兵,1987:7)
inthebasiclivingunitof
educationrendersFamilyeducationasthecommonculturalphenomenonsocietyinevitablyhasthesimilarculturalnature.“Family
individualswisdomtofacehimthatistheundevelopedformofindividualspiritOrtheinitialstandpointofindividuallife.”(张迸峰,2005:54)4.2ThecontentsimilaritiesinChineseandAmericanfamilyeducation
Besidesthefollowingthreepoints,there
ChineseandAmericanaremanyothercontentsimilaritiesintofamilyeducation,forinstance,attachingimportancepreschooleducation,cherishingtime,beingbrave,honest,etc.However,becauseofthediversitiesofculturaltraditionsandthinkingmodes,thegeneralcharactersofculturalphenomenaarenotthesame,but
24similar,withthecharacteristicof
武汉理I:大学硕十学位论文
similarity—and—diversitycoexistence.
4.2.1
Moraleducationwiththe
core
oflove
Moralvalueisthemotiveforceofhumanbehaviorbelongingtothecultureof
thewholehumanbeings.Infactmanycountriesholdtheidenticalmoralviews,althoughthey
are
havingbeentaughtbydifferentstories
andtraditionsindifferent
cultures.In
key
bothChineseandAmericanfamily,moraleducationallalongisthe
underthe
different
pO妇.Forming
cultural
backgrounds,Chinese
love
and
American
and
moralityhasdifferenttonesand
cofc
implications.But
and
kindness
havethesame
kindness
and
arc
thereflectionsofuniversal
humanmorality.Sympathy
and
offerhuman
beings
deepsatisfactory
happiness.Onthis
commonpointofChineseandAmericanmorality,twocountriesmoralframesandits
construct
their
of
connotationsundertheirown
ideology.On
thebase
Confucian“Goodnessofnature”,Chineseputsmoralityforehead.Cultivatingtobe
a
perfectlyvirtuouspersonisthesupremerealmofbehavior
offamily
and
the
core
contenteducation
as
as
well.E.g.:‘‘On
be
doneby
goodretumdeserves
another.’’
(‘"Mencius’,)“Do
‘‘The
youwould
as
other.”("AnalectsofConfucius”)
aU
benevolence
is
perfect
as
transparentwater.”(“老子’,)etc.Theyare
Chineseparents’untiringand
sincere
teachings.ContrastingwithChinesemoral
responsesthedoctrinesof
system,theoriginof
Americanmorality
Christianity.
isthe
core
Theyunderscore
thedoctrinesofliberty,equality
andfraternity.Love
virtues
are
viftuethatpermeatedwith“theBible”.Fromthe
this,many
extendedtobe
contents
of
American
familyeducation,for
instanceendurance,sympathy,
honesty,courage,responsibilityandfaithfulness
etc.
4.2.2Intelligenteducationofdiligentstudy
Knowledgeistheprimaryproductiveforcethatdirectlydecidesnational
prosperity
and
personal
needs
SUCCess.Booksaretheaccumulationofknowledgeand
US
experience,which
educationofboth
heritageanddevelopby
study.Therefore,thefamily
countries
stressesstudydeeply.Itissaidthatstudyissuperiorto
ant
othervacationsin
China.(“万般皆下品唯有读书高”)In
25
ancienttimes,the
武汉理I:大学硕十学位论文
objectsofstudyordinaryalefortheimperialexamination,ma“ng
areanameorbringinghonortohisfamily.Althou曲theyutilitarian,theyembroiderthe
patriotismandthespiritofcultivatingoneselfthroughmeditation.Innowadays,theparentshavesimplifiedtheobjectsofstudy,strikingtheirutilitarianism.Sincetheancienttime,themaximsofdiligentstudyinfamilymottosabound.Thereisnoroyalroadto
onlearning.(“书山有路勤为径,学海无语苦作舟”)Achievementrecklessness.(“业精于勤荒于嬉”)
neverisfoundeddiligenceandwasteduponDiligenceredeemsstupidity.(“勤能补拙”)Itis
alwaystakethetoolatetolearn.(“活到don’tattach老,学到老”)We
importancemisconceptionthatAmericanstothechildren’sstudy.ButthehiglllymodernizationofUnitedStates
areowestothemasteryandapplicationofscienceandknowledgewhich
ofdiligentstudy.“Geniusisonethefruitspercentofinspirationandninety—ninepercentof
parentsalsothinkhighlyofchildren’sstudy.perspiration.’’(Edison)American
They
atmosphereforthem.Foralwaysencouragetheirchildrentoreadgoodbooksandcreatethereadinginstance,theyfrequentlytakethechildrentothelibrary,bookstores,etc.Theyalsoencouragethekidstoraisemorequestionsandsolvetheproblembyreadingandself-thinking,arousetheirinterestsandthirstforknowledge,andcultivatetheirenterprisingspirit.JustasthePresidentofHarvardUniversityMr.Livensaid,“Youshouldquestion
toeverything.一althouglldofurtherisyououghtraisethequestionsfirst.whatyoumustacquiringmoreinformation
reachedbythrougllreadingtosolvethesequestions.Thentheconclusionsareyourindependentthinking.”(张国骥,2005)Comparing
importancewiththecriticalnessofAmericans’,Chineseattachmoretotheauthorityand
memorizingofthebooks.Asthesayinggoes,“AfterreadingupthreehundredTangpoems,youcanatleastintonepoemsevenyoucan'twritethem.”(熟读唐诗三百首,不会吟诗也会吟。)
4.2.3Habiteducationofthrift
HardworkingandthriftyarethetraditionalChinese
closelywithself-cultivation,moralityasvirtues.Theyrelatewellasthewholecountry’sfuture.Since
武汉理I:人学硕十学位论文
theancientChina,thrifthasbeencollectinginthefamilymotto.ZhuGeliangsaid“Virtuesinitwe
can
once
come
make
fromthe
use
thrift.”(俭以养德)Intoday’Ssociety,thereismuch
of.Beingthrifty,notluxuriousistheeternalinsuranceof
prosperity.As
all
thefamilyitspeople
even
the
country’s
slack
on
economicsuperpower-?America,
temper
arenever
thethriftyeducation.Theparentsdevelopand
thechildren’Swillpowerinordertomakethemadaptthemselvestocircumstances
and
enablethemthe
are
competence
of
independence.Whenthechildrenareveryintherichfamilies,ofthrift
a
young,they
madetodothe
washing,cleaning.Even
right
childrendothepart—timedevelopingintheir
job
atthe
age.The
virtue
hasbeen
practice.The
oil
tycoon
Rockefellerhasset
goodexample.
As
a
youngboy,hemadethepocketmoneybyworkingforhisfather,andwas
even
verythrifty
notlikebomin
a
richfamily.But
on
thispoint,Chinesefamilies’pocket
money
are
educationmethodsareacceptedby
different.Working
forthecannot
be
manyChinese
families,since
theAmericanstheindividual
departmentalismwhileChinesearethecollectivedepartmentalism.(黄河清,
2003:14)
4.3Thesimilaritiesintraditionalcultureeducatingtrends
Chinesedeveloping
and
American
family
educationhave
experienced
thesame
circle“pampering-strictness-pampering'’owing
todifferentre3sons.
Nowtheyareshowingthetendencyofdrawingbacktothetraditions.Sincethe
ancient
Chinese
collectivism,theancients’familyeducationWas
thematterforthe
wholefamilyratherthantheindividual.Ithadthebothsynchronicsenses.Soitisextremelystrict.However,asthe
and
diachronic
family
rivinglevel’Sraising,the
ofwestemsuffers
ideology
completelynegatingof
our
traditionsandtheaccepting
withoutcarefulunderstanding,our
modem
family
education
losing.There
are
a
numberofproblemswillful
on
thepoor-educated
sense
children.Theyareselfish,fragile,
other
andandlackoftheof
responsibility,etc.Meanwhile,the
traditionalvalues
countriesaredeeplyinterestedin
our
and
drawingthelessons
27
武汉理I:大学硕十学位论文
fromthem.SomeAmericanuniversitieschoose“Artof
therequiredtextbook.JapaneseenterprisersWar”(《孙子兵法》)觞Bootsoftreasures“TheWisdom”(《菜根谭》)alot.SingaporeanschoolsalsoadoptsomeConfuciusworkstotheirtextbooks.Chinesepeoplehavebeenrealizingthevalueofthetraditionalculturesanddrawingbacktothem.Thesame
thesimilarprocess.In1930s,when
levelwaslowandtheirfamilyasChina,Americahasexperiencedtheeconomywasdepressed,people’slivingtheeconomydeveloped
liberalizedideology
outeducationwasstrict.Whenrapidlyinthepostwarperiod,sincetheanti-traditionalanddivorcerate’sandraising,parentspamperedthechildrenmuchofthe
compensation.Underthisgrowingenvironment,childrenbecameself-centeredandspoiled.Theywere“theBeatenGeneration’’whorebelledagainstthe
parentshavetraditionsandwasoutcontrolandguide.Therefore,theAmerican
introspectedandtriedtoretumthetraditions.ThemosttypicalexampleisthefamoussingerMadonna.Asayounggirl,shewasselfindulged
aandrebelledagainsttraditions.Astimegoesby,being
herselfandeducatesherkidsmotherwithtwol【ids.sheretrainsstrictly.(何洪泽,2005)28
武汉理r大学硕十学侍论文
ChapterVConclusion
5.1Conclusionoftheresearch
The
comparison
between
the
family
education
of
China
on
andAmerica
embodiestheculturalsimilaritiesand
especially
has
its
differences.Theresearch
individual
to
thesimilaritiescountry,the
value.ne
on
first.fromthe
communication
are
isbased
themutualunderstanding
or
andidentification.People
eachotherbythese
similarityisthe
pointswhile
second,
enabledto
accept,amalgamate
oppugn,abnegate
similarities.Theegointegrityhasachievedvery
then.Therefore,the
andseeking
joints
ofCROSS—cultural
communication
common
reservingdifferenceisthepremiseofthesuccessfulthesimilaritiespresenting
communication.The
between
the
countries
differgreatlyincultureshavethe
toholdmayexist
moreuniversal
Sell.qC.The
sameviewshappening
muchmore
are
rationallyandmuchconformtothenaturallaws.Theseuniversalvaluesright
are
the
cultural
essence
ofof
humanbeings,and
the
cross?time?and—spacesimilarities
third,thesamecultural
learnedunderthe
thetrue
meanings
any
family
and
educationas
or
well.The
can
phenomenonof
differentregions
times
onlybe
condition
ofitsdifferences
similaritieshavebeencomprehensivelyresearched.
differencesmustbe
realized
on
The
deep
cognition
of
cultural
in
the
thebaseofChinese
similarities.Thelast.American
cross—culturalcommunication
justnoticethe
one
of
and
then
family
education,peopleusually
difference
and
formthenegationandbiastowardthenative
the
case
butworshipthewestblindly.As
our
standsthatthereislargenumberofsimilaritiesbetween
and
traditional
models
family
education
American’s
inmany
aspects.Thedifferentculture
resultinthedifferentdeeds.Proceedingfromthenativefactsweshouldtakethestraightlooktothetwo
countries’family
education,selectthe
refinedanddiscard
the
crude.Therefore,ourfamilyeducationcould
cultural
vitality
while
begreatlydevelopedandentitled
in
the
mutual
strongerself-perfecting
culture—complementarywith
American’s.
29
亟坚垄!:查兰堡±兰生笙奎
5.2Suggestions
to
improvecross—culturalawareness
Thirtyyearsago,theCanadianwriterMarshallMcLuhanintroducedthe
termofglobal
villagetoexpresstheideathattheworldseemstobegetting
smaller.TheplanetEarthisnotshrinking,buttimeAtthattimethis
and
space
are(Davis,2001:5).
Imagewasregarded
new
asall
abs仃actideaanddeservedlittleattention.However,
technology,intheencouraged
form
of
transportation
the
process
andof
and
highly
developed
communication
systems,has
and
no
accelerated
globMization.Nowadays,theglobalvillageiscertainty.
longerabstractbutvirtualwith
Oneofthedirectoutcomesfromtheglobalizationisthatthepeopleespeciallybetweenthosewho
contact
between
come
fromdifferentcultures,hasbeenmore
or
andmorefrequent.Since
peopleareinclinedtointerprettheunfamiliarthingsphenomenaintermsoftheirownworldoutlooksandcultures,moreproblems
and
more
andmisunderstandings
butin
ariseinevitably,notonlyinthe
aspect
offamily
education
manyotheraspects.Clearly,somethingmorethanthecontact
another.
itselfisneededifpeoplewhodoshare
cultureare
of
to
understand
goal
of
to
one
Cross—cultural
awarenessis
to
just
one
them.The
CROss.culturalhelp
communication,according
people’S
Professor
SO
Hu
Wenzhong,“is
increase
cross—culturalawareness
thatfewerproblemsariseintheirinteraction
withpeopleofanotherculture.Todothis.itis
necessarytocompareestablishing
similarities
cultures
for
and
identify
a
differences”(Hu,1988:7).Many
successful
other
scholarsalsoholdthesameideathatbased
on
cross?cultural
one
understandingis
wellasthe
recognizing
thewayinwhichtheyresembleanotheras
wayinwhichthediffer.
The
worldtodayischaracterizedby
an
ever
growingnumberof
contacts
resultingin
communication
betweenpeoplewithdifferentlinguisticandcultural
takesplace
backgrounds.Thiscommunication
areas
of
because
ofcontactswithinthe
business,military
cooperation,science,education,massmedia,
武汉理t:大学硕十学位论文
entertainment,tourismbutalsobecauseofimmigrmionbroughtaboutbylaborshortageorpoliticalconflicts.
1nallthiscontacts.thereiscommunicationwhichneedstobeasconstructive
beliefthat
canaspossible,withoutmisunderstandingsandbreakdowns.Itisresearchonourthenatureofculturalsimilaritiesanddifferenceshereplaya
positiveandconstructiverole.
TherearegreatdisparitiesbetweenChinaandwesterncountriesinideas,methodsandcontentoffamilyeducation.SOthecomparativestudyofChinese&
USAmericanfamilyeducationwillhelpincreasecrOSS?cultural
andawarenessthattolerating,understanding,andfurthermore,appreciating
differencesisessentialifwe
interaction.arerespectingculturaltoachievecross—culturalcompetenceduringthe
Moreover,aswecommunicatewithpeoplefromdifferentcultures,wewilllearnmoreaboutthemandtheirwayoflife,includingtheirhistory,valuesandthesubstanceoftheirpersonality,andeventuallywewill
onunderstandthembetter,perhaps,evenempathizethem.Basedtheabove—mentionedpurposes,Ihope
thisresearch,tosomeextent,beofsignificancebotlltheoreticallyandpractically.ThegoalofcrOSS-culturalcommunication
doesthehelpstoincreaseresearchpeople’Sthroughcross-culturalawareness.sopurposeofthis
comparativestudy,whichhasbeenmentionedinChapterI.onhowtoimprovecross-culturalawareneSS,scholarsandexpertshaveputforwardmanysuggestionsandmodels.Whatever
self-awarenesstheyare,generallyspeaking,twopointsaleveryimportant:andempathy.
In“Self-awareness
ourselvesasModel”(1986)。Bennettisthebasisofbetterassumesthatunderstandingculturalbeingsadjustmenttoanewculture(Cben&Starosta1997:265).EdwardT.Hallalsoemphasizestheimportanceofself-awarenesswhenhewrites,“Culturehidesmorethanitreveals,andstrangelyenoughwhatithides,ithidesmosteffectivelyfromitsownparticipants.Yearsofstudyhaveconvincedmethattherealjobisnottounderstandforeignculturesbut31
武汉理1人学硕十学位论文
toundemtandour
own”(HMI,1990:29).From
whattheysaid,we
are
can
understand
thatcross—culturalawarenessandself-awarenessorderto
successfullyinteract
our
interacting.Thatistosay,inothercultures
wehave
to
with
people
from
understandownandtheothers’cultural
values,norm,customs,and
social
systems.Lackinginself-awarenessnegatesCROSS-culturalawareness.Thehiddenpersonalpremises
are
oftenthe
cause
of
many
of
our
problems.Cross-cultural
awarenesscomplimentsin-depthself-awareness.
厶缸as
empathyisconcerned.it
can
bedefined
as
theabilitytoseethings
fromthepointofviewofothers.Needlesstosay,itisqualitythatrecognizedcentral
a
an
essentialandnecessary
successfulcross—culturalcommunicatormust
possess,forit
hasbeenand
as
a
as
important
of
to
bothgeneral
and
communicationcompetence
effective
intercultural
characteristic
et
competent
commutation
(Samovara1.,2000:259)Hanvey
once
classifiedCTOSS—culturalawarenessinto
differences
are
fourlevelsinhisbook:Levelcultural
One,cultural
exotic;LevelTwo,
isbelievable;
differences
are
frustrating;LevelThree,thedifferent
culture
LevelFour,thedifferent
culture
isbelievable
out
aslivedthe
experience(Davis,
for
CROSS—cultural
2000:29-30).Meanwhile,he
communicators
istoreach
pointed
that
goal
LevelThree
or
atleast
someaspectsof
Level
Four
one’s
awareness(Hu,1988:238).Since
emotional
movingtohigherlevelsinvolveschanging
responses
tootherswho
aredifferent,therefore
cannotbe
one
needstheabilityto
a
empathy.Althoughcompleteempathy
extent,weneeddependdevelop
our
on
experiencedbyanyone,to
our
great
empathy
to
enhance
cross-culturalawarenessand
us.
relationshipswitIlpeoplefrom
culturesdifferentfrom
5.3SuggestionsaboutChinesefamilyeducation
5.3.1Ontheaspectofeducation
Accordingtothe
objects
and
chapterIV,the
analysisinchapterIII
on
objects
ofboth
countries’familyeducationstressmore
the“skilledperson’’thanthe‘‘qualifiedshouldbethecombinationofthesetwo
the
latten
Chinese
person.’’The
successfulfamily
education
aspects,theprincipalobjectofwhichshouldbefamily
武汉理I‘人学硕十学位论文
education
usually
ne酉ects
are
thechildren’s
subjective
wishes.Inthe
family
education,childreneducation
on
themainbodyandtheinternal
cause
ofwhetherthefamily
object
couldberealized.Therefore,parentsshouldpaymoreattention
are
thechildren’Swishesratherthanthemselves’.Followingthisaspect:
First,althoughthechildren
are
somesuggestions
on
dependent
on
theparents,theyand
are
independent
individualswhohave
independentopinionsunderstandings.Listening
attentivelytothechildren’Sbasicrequests.
idesand
consideringcarefullytheiropinionsarethe
Second,whentheconflictofparents’andchildren’SideasshouldanalyzethesituationtothechildrenBeingleftthe
coming
up,parents
calmlyratherthanforcethemtoobey.
right
ofchoiceandresponsibility,children
could
behelpedtomake
theratioualchoices.
5.3.2Ontheaspectofeducation
contents
soundbasismastery
of
ComparingwiththeAmericanchildren,Chinesechildrenhaveof
knowledgeowing
to
a
the
Chinesetraditionof
stressing
the
knowledge.Butitisobviously
utilitarian.Ahigh
he
markinexamisnotthesole
standard
other
ofagoodstudent.Childrenshouldevaluatedcomprehensively.Onthe
hand,inthesocietywithhotcompetition,survivalvitaltothechildren.
education
and
financing
educationare
5.3.3Ontheaspectofeducationmethods
Chineseparentsshouldgivechildrenthe
chance
tomakemistakesandthen
con'ect
them.Sinceevery
mistake
wouldpaythe
price,parents
alwaysgooutof
theirway
toavoidthechildren
making
mistakesrather
save
thanencourage
them
to
makethejudgrnentbythemselves.The
children’Schanceto
familyeducationwhichdeprivesthe
makemistakes
deprivestheirchanceofaccumulatingliving
experience勰well.Failure
isthemotherofsuccess.Chinesefamouseducator
Tao
Xingzhihasputforwardsix“liberations".(TaoXingzhi:1980)Liberatethe
children'sminds,letthemthinkbythemselves;liberatethechildren’Shands,let
33
武汉理I:大学硕十学位论文
themdobythemselves;liberatethechildren’seyes,letthemseetheworldbythemselves;liberatethechildren’smouths,letthemaskquestionstothenaturebythemselves;liberatethechildren’stime,letthemcreate
themselves.whattheyimageby
亟望型!;叁兰堡±兰壁堡茎
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武汉理T大学硕十学位论文
Acknowledgements
manypeoplewhohaveassistedmeintheperiodofmyMythanksgoto
three-yearstudyandinthepreparationofthisthesis.Inparticular,Iowemuchgratitudetomysupervisor
andProfessorcriticismWeiWandeconcerningfurthehisthoughtfulideas,suggestions,commentspresentthesis.His
sedousnessinacademicresearchandpatienceheshowedduringthelongprocessoftherevisionofmydraftsspurredme
Ianlalot.SchoolofForeignlanguage,
ondeeplyindebtedtoalltheprofessorsintheWuhanUniversityofTechnology,fortheirenlighteninginstructions
avarioustopicswhichhaveprovidedmewithsystematicunderstandingofthefieldof
AppliedLinguisticsandgreatlybenefitedmyintellectualgrowth.
WordsfailmetoexpressmyheartythankstoLiHui,,LiShuangshuang,Dong
developedYun,BoLiliandMingHongwithwhomIdiscussedmanyoftheideas
inthethesis.Theirencouragementmeantagreatdealtome.
IamalsothankfultomyparentSandmyboyfriend.Withouttheirloveandsupport,thisthesiswouldnothavebeencompleted.
中美家庭教育的跨文化研究
作者:
学位授予单位:杨恒武汉理工大学
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家庭是社会的基本组成结构.家庭文化则是基于家庭的基础上产生的一种特有文化现象.了解美国家庭文化的内涵、发展历程及美国家庭文化中产生的教育影响力,同时比较中国与美国家庭文化在教育领域中的差异,可以看出东西方文化思想在家庭教育文化中的体现与影响力.
8.学位论文 刘海华 0-3岁儿童隔代教养现状与对策研究 2006
0-3岁儿童的隔代教养是中国家庭教育的一种主要形式。近年来,0-3岁儿童的隔代教养虽已引起社会的关注,但与此相关的实证研究并不多见。本研究是在先行研究的基础上,以吉林省两个经济文化差异显著的城市(长春市和白城市)的132个参与0-3岁儿童隔代教养的祖辈家长为主要研究对象,采用质化和量化相结合的研究方法,探讨0-3岁儿童隔代教养的现状,剖析隔代教养弊端产生的原因,并就如何提高0-3岁儿童隔代教养质量提出建议。 研究发现:1、在0-3岁儿童隔代养育中,祖辈家长缺少辅食添加,断奶,饮食合理搭配等方面知识,娇惯孙子(女)现象较为普遍。
2、在0-3岁儿童的隔代教育中,祖辈家长存在着期望过高,不能正确认识早期家庭教育的作用,对于0-3岁儿童行为习惯的培养重视不够等方面的偏差。祖辈家长关于儿童心理健康的知识极为贫乏,缺乏将日常生活与孙子(女)教育相结合的意识,忽视游戏在儿童智力开发中的作用。
本研究认为0-3岁儿童隔代教养弊端产生的原因有:家本位价值取向的影响、不合理的社会用人制度、大众传媒夸大的宣传和高等教育资源有限。针对以上现状,本研究提出如下对策:创办隔代家长学校;利用幼儿园师资优势,给0-3岁儿童祖辈家长提供免费咨询和讲座;成立以“五老”为核心的祖辈家长委员会;父辈与祖辈优势互补,建立家庭教育中的“统一战线”和加强大众传媒对0-3岁儿童隔代教养的正确导向功能,以期提高0-3岁儿童隔代教养的质量。
9.期刊论文 彭健 中西文化差异在家庭教育中的体现 -广东技术师范学院学报2009,30(3)
家庭教育是每个人在成长过程中都必须接受的教育.家庭教育是文化的一部分,不同的国家有着不同的文化,中西文化的差异在家庭教育中的体现也是方方面面的,主要体现在家长在孩子成长过程中有怎样的教育理念、教育方法、价值观、道德观等,这一切将影响孩子的一生.了解中西文化差异,学习和研究中西方文化差异在家庭教育中的各种体现,有助于我们在家庭教育方面取长补短,使我国的家庭教育日臻完善,培养出更多的有用之才.
10.学位论文 蔡苔芬 教育与温馨家庭的营造 2006
本研究命题为“教育与温馨家庭的营造”。之所以将教育与营造温馨家庭相提并论,是要探讨如何借助教育的力量,发挥其功能,提升家庭成员营造温馨家庭的能力。教育对象是一般家庭的成员,无论结构为“核心家庭”或“大家庭”皆在讨论之列,而大家庭、小家庭的交集是家庭中坚份子的“中青代”父母/夫妻,因此依其生长从小到老的进程,本文从每一个受教阶段分层剖析,探讨教育如何养成个人的生活能力。
将家庭气氛纳入研究的重点,实乃鉴于现实环境中看到了因社会转型,家庭的结构在变迁,家庭成员的心态在变化:结构是日益松散,成员关系是日益疏离,家已不再是成员最牵挂的所在,致力于家庭经营的努力越来越薄弱,影响所及是社会问题丛生。气氛良好的家庭,成员互动积极而正向,凝聚家庭成员的意志,人人从心出发,身修而后家齐,家齐而后国治,国治而后天下平,自古有明训,不容置疑。
良好的家庭氛围能使孩子活泼开朗、积极向上。因此,建立和谐、愉快、整洁、有序、完好的家庭氛围是保证孩子健康成长的有利途径。它对实际
生活可起指导与安抚作用:家庭成员不只是在家庭中生活,他们会散至各个不同的社会场景;当人们在社会上受到伤害,回到家中可得到关爱、鼓励与安慰,所有的失落得到补偿——社会的伤在家中得到护理,这就是温馨家庭的存在意义。致力营造温馨家庭,实乃当务之急,也是为生病的社会下针砭的不二法门。研究“如何透过教育来挽回家庭功能的健全发展而营造温馨家庭”就成为本论文的主轴。本文将通过对各学习阶段与各范畴的教育功能的探讨,检验其对家庭的影响——尤其是当学校教育、社会教育与家庭教育本身相结合时,对每一个家庭的温馨气氛的营造能有怎么样的助益。本研究主要探讨下列问题:
1.温馨家庭及其价值:什么是温馨家庭?营造温馨家庭的实践意义是什么?对个人与社会能产生什么影响?并探究当代家庭中温馨的失落与寻思:传统社会走向现代化,家庭结构起了变化,家庭困境迭现,如何脱困?
2.温馨家庭与教育的关系:从温馨家庭与教育的双向关系谈开去,研讨温馨家庭对教育的影响及教育对温馨家庭的作用。
3.温馨家庭的营造:从学校教育、家庭教育、社会教育等范畴分层剖析,如何发挥教育的功能,落实终身学习的教育理念以有助于温馨家庭的营造。
行文内容跳脱出传统的学校教育机制,而将教育的无处不在结合终身学习理念,通过体制外的教育力量来作出统整,企求每一个家庭成员在生命的各阶段皆有机会接受到正面的引导或观念的厘清。研究的目的即在于普及终身学习的观念与提升营造温馨家庭的共识,俾便在家庭的经营中能呈现健康面貌,进而端正风气,让全民生活素质提高,社会安和乐利。
全文除导言、结语外分为五章。论文的第一章首先分析家庭的结构与功能,并论及家庭的发展趋势;进而提出温馨家庭的概念,从“要素”、“辨认指标”、“文化差异”与“家庭观”等各角度来诠释“温馨家庭”;并探究现实存在的问题及其原因分析,从现代家庭中温馨的失落谈起,寻思因应策略,以温馨家庭的价值来阐述它对个人及社会的意义。论文的第二章则从温馨家庭与教育的双向关系着笔,先分析温馨家庭对教育的影响,再本着德、智、体、群、美五育并重的教育实践去说明教育发挥功能后对温馨家庭的作用。论文的第三章至第五章则由学校教育、家庭教育、社会教育等层面深入地讨论价值观的课题。因价值观的不同,各层面的教育模式有了因应的改变,教育内容也有了百花齐放的热闹,进一步引发了探讨:学校、家庭与社会如何提供对家庭成员最适合的教育,介绍了为家庭中坚份子的中青代父母所设计的新学科体系。论文的第五章论及社会教育时,从终身学习的意义、概念的缘起、落实的契机谈开去,最终论及健全社会教育的机制,以提升全民生活智慧,达致营造温馨家庭的最终目的。
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