中西家庭教育的比较英文文档格式.docx
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中西家庭教育的比较英文文档格式.docx
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strongpoints,andpushforwardthefamilyeducationalmodernizationinstantaneously(即时地),inthatcase,Chinawillhavetheinestimable(无价的,难以估计的)prospects.
KEYWORDSfamilyeducation;
chinaandthewest;
tradition;
differencecomparison
摘要
近几年来,随着素质教育的深入人心,家庭教育已经成为当今社会关注的一个热点,是千万家庭的切身利益和迫切需求所在。
因为,良好的家庭教育直接关系到了孩子的素质和品行,更关系到祖国的未来。
就中国目前来看,家庭教育的发展态势良好,一大批家长、学校创造了成功的经验,更有许多学生家长主动学习家庭教育知识,教育观念发生了深刻变化。
但是尽管如此,家庭教育仍是一个薄弱环节,尤其是随着西方教育思想的传入,中国家长面对传统与现代家教思想,表现出无所适从的无奈。
因此,对于开展家庭教育,既是机遇,又是挑战。
而且,中西家庭教育各有千秋,在不同方面,教育方法也不同,所以我们就需要深刻了解中西家庭教育的差异,取长补短,并且不失时机地推进家庭教育现代化,这样中国的未来才具有不可估量的发展前景。
关键词家庭教育;
中西;
传统;
差异;
比较
Fromancienttimestomoderntimes,familyeducationhasbeenplayinganimportantroleinthenationaleducationalcause.AgreatmanXiaopingDengsaid,“Thebasisofacountry'
smodernizationliesintalents,thebasisoftalentsliesineducation,andthebasisofeducationliesinfamily.Chinaisacountrywithemphasisonthehomeeducation.Theoutstandinghomeeducationinthedeepeducationculture.”Thefamilyeducation,theschooleducationandthesocialeducationarethethreebigprops(支柱)ofeducation.Theyareindispensable(必不可少的).Nowadays,increasingattentionhasbeenpaidtofamilyeducationbythemodernsociety,anditgetsahotspotofsociety,whichiscloselyrelatedtotensofthousandsoffamilies'
vitalbenefitsandurgentneed.
Atpresent,familyeducationmaintainsagoodmomentum(势头)ofgrowthinChina.ItgetsmoreandmoreimportanttoChinesefamilies.Throughouttheages,manymenofinsightworkdelightlyinthefieldofhomeeducation,andaccumulate(积累)quitesubstantialachievements.AndChinaisanorientalcountrywithalonghistory,itsdeepeducationalcultureincludestheelementsofexcellentfamilyeducation.Asweallknow,China’sancienteducationalthoughtwantthroughtheancientfamilyeducationalfield.[“FamilyInstructionofYan”,ZhituiYan,SouthernandNorthernDynasties]Forexample:
moralinstructionsfirst;
therespectforold;
thecarefortheyoung;
thecultivationofmoralcharacter;
examplesetting;
thedeterminationofbeingstrong;
learnedprofoundknowledge,carefulconsideration;
andsoon.Theseoutstandingthoughtsaregobacktoancienttimes.
Nevertheless,therearestillalotofproblemsemergingoutinthatfamilyeducation,whichisstillweak.Theeducationexpertconcerned,whomadethelong-termpursuitofinvestigations,thoughtthat2/3familyeducationisimproper.Alltheanalysisjustifiestheconclusion:
thefirst,malignanteventseruptunceasingly.Itnotonlyindicatestheimportanceoffamilyeducation,butindicatestheimportanceandnecessityofcarryingonscientificfamilyeducation;
thesecond,incurrenthomeeducation,thereisstillerroneouszone.Itmaybesummarizedas“threeexcess”and“oneexcessiveheight”:
thatis,quitesomeparentsareexcessivelyconcernedwiththechildren,excessivelyreatrainandnosedintothechildren'
saffairs,excessivelychatterandcriticizethechildren,andsomethingexcessiveisexpectedofthechildren.TheseproblemsareinneedofimmediatesolutionThethird,underthemarketeconomycondition,thereisthemultipleconceptofvalue,theonlychildcommunitygrowsaswellasthedivorcefamiliesincreaseandsoon,allthisbringsaboutmanyunprecedentednewsituationsandnewproblems;
Thefourth,ruralpopulationaccountfor80%,thecountrysidehousingdisperses,theconditionisbad,guardian'
sculturalqualityissomewhatlow,thecountryside'
sfamilyeducationhasbecomethekeyanddifficultpointndevelopingfamilyeducation.
Andatthesametime,withthedevelopmentofeducationalcause,WesterneducationalthoughtspenetrateslowlythroughtheEast.Whenfacingthetraditionalandmodernthoughts,chineseparentsareatalossastowhattochoose.Therefore,directingatsomebadphenomena,weregarditasnecessarytomakeacomparisonbetweenchinesefamilyeducationandwesternfamilyeducation.
But,beforethecomparison,weneedtoknowaboutthesocialbackgroundofChinaandWesternCountries.Asweallknow,ChinaisasocialistcountryandmostWesterncountriesbelongtocapitalistcountries.And,theyhavedifferenthistoryandcultures.ChinaadvocatesConfucianismandthewesterncountriesadvocatetherevivalofliteratureandart.Butthemostimportantpointisthattheirattitudetowardsthepositionoffamilyinstitution'
spositionisalsodifferent.Inchina'
straditionalfamily,parents'
authoritativeconsciousnessplaysaleadingrolewhilewesterncivilizationsmainlyemphasizestruggle,equality,democracyandhumanrights.Ofcourse,homeeducationisakindofhumanity'
seducationalpractice.ChinaandtheWesternfamilyeducationhavemanythingsincommon.Generallyspeaking,itcanbesummedupasfollows:
1st,emphasisislaidonfamilyeducation.
Nomatterwhichcountryyoucomefrom,whatnationalityyoubelongtoallthinkthefamilyisaperson'
sfirstschool,andtheparentisthefirstteacher.EitherChinaorWesterncountries,eithertheancienttimesorthemoderntimes,familyeducationisalwaysinthemostfundamentalposition.
2nd,familyeducationshouldbestartedsincechildhood,performthedutypromptly.
FamilyinstructionofYansaidthat,“Theparentsshoulddothemissionarywork,whentheinfantisyoung.Judgingfromhisfacialexpression,weknowwhetherheisangryorhappy,thengiveinstructions.”[“FamilyInstructionofYan”,ZhituiYan,SouthernandNorthernDynasties]Because“it’seasytoconcentrateachild’sattention.Afterhegrowsup,hisattentioniseasilydispersed,soachildmustbecaughtearly.”Deweyalsothoughtthefamilyeducationshouldbeexecutedearly.
3rd,parents'
unsuitableroledivisionineducationbringsaboutsomebadresults.
EitherinChinaorintheWestmotherisalmostdescribedinmanyculturesasthemainfosterer,andthenfatherplaysonlyapart.Thefatheristhemainundertakerwhoteachesthechildtoknowtherationalityeducation.Motherisresponsibleforchild'
sfoodanddrinkindailylife,thematerialguarantee,theemotionalsatisfactionandsoon,isalsothemainundertakerofchild’semotionalcultivation.Itsresultisthatthechildholdshisfatherinaweandvenerationandcausesthepoorrelationbetweenchildandfather,andthusaffectschild'
sperfectdevelopment.
4th,payattentiontothetrainingthechildren’slongingforknowledge,valuereading.
TheChineseparentsofancienttimes,fullyrealizedthistruth,theyguidedthechildreninreadingtheFourBooksandtheFiveClassicswhentheyareyoung,allthevariousschoolsofthought,stimulatedtheirdesireforseekingknowledge.Thewesternparentsalsofocusonfamilyreading.Thechildrenmustlistentosectionofstoriesbeforesleeping,andthisisafinetraditionofWesternfamilyeducation.
5th,attachimportancetoteachingbypersonalexampleaswellasverbalinstruction.
Theparentsarechild'
smodels,usuallyasimplemovementismoreeffectivethantheinculcationoftenthousandinstructions.
However,thetraditionalfamilyeducationinChina,onaccountoftherespectivedifferencesinmoreaspectsisdifferentfromthatintheWest.Theyhavetheirowncharacteristicsbetweenregionsandcultures.
Tobeginwith,thetendencyofeducationisdifferent.
TheChineseparentslayemphasisonsocialenlightenment,ignorethegrowthofchildren.TheChineseparentstakethesocialcompatibleenlightenmentseriously,butoftenneglectthedevelopmentofchildren'
scharacteristics,theyoftentrainthechildrenunderestablishedforms,andlaydownthebroadroadfortheirgrowth.
Thewesternparentsprovidethechildrenaenvironmentforgrowthresistanttothem,andfostertheirtenaciousindividualityandthegoodconduct,andtheychoosetheirideaandwayofcultivationaccordingtothechangeofsocietyandthecharacteristicofchildrenphysicalandmental.
Secondly,thevalueoffamilyeducationisdifferent.
ThefunctionofChina’sfamilyeducationisforcedbytheChina’straditionalculture.TheChinesetraditionalConfuciancultureemphasize“thecultivationofone’smoralcharacter,therunningofone’sfamily,theadministrationofastate,thepeaceandsecurityoftheworld”.Inthisdirectionalthought,thefamilyeducationisbestowedonthedirectsocialsigni
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