中美教育的不同英语版论文文档格式.docx

中美教育的不同英语版论文文档格式.docx

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sabilitytoadapttosurvive;

Thewayofeducation,Chinaparentslikeanalternative,andAmericaparentsprefertoletthechildrenhands-on.（ZengZhilan,1）

1.1.EducationConceptsareDifferent.

InChina,theparentsaremoreconcernedabouttheirchildren’sfuture.theythinkthemostimportantisthattheirchildrencanfindagoodjobandhaveahappylife.Sotheparentsdoalmosteverythingtomaketheirchildrenlivewonderfully.Theypaymoreattentiontotheirchildren’slifeandintelligenceratherthanchildren’sindependenceandability.However,Americanparentsfocusonchildren’sexperienceandability.ThereisamexampleAChinesefathersawhisson,Denis,fightingwiththesonofhisforeignboss.HeletDenistoapologizetotheboss'

sson.Buthissonrefused.Hegavehissonaslapintheface.Hediditoutofrespecttohisboss,meaningthat"

becauseofyou,Iwillpunishmyson"

.Butthisscenemadehisbosssurprisedandpuzzled.Whyafathertosaythat?

Asignificantdifferencebetweenthetwocountriesinthisisthefamilyeducationexisting.ThetraditionalChineseeducationemphasizedbenevolenceandobedience,andAmericafamilyisfocusedonjusticeandfreedom.Chineseparentsusuallylike"

shape"

thechild,wantingtheirchildrentodevelopaccordingtotheirownwill.Theyoftenusetheirreasontointerferewithchildren'

snaturaldevelopment,thuslargelydeprivetheirchildrenoftherighttofreedomofchoice.Americanfamilyismoreemphasisonautonomyofthechildren,lettingthechildrenlearninthecommunityundertheconditionsallowedtomaketheirowndecisions,solvingtheirownproblemsencounteredbyindependent.

1.2.TheGoalisDifferent.

Familyeducationpurposerestrictingthedirectionoffamilyeducation,todeterminetheoveralleffect,sothepurposeoffamilyeducationisthecoreoffamilyeducation,istodeterminetherootcauseofthefamilyeducationdifferencesbetweenChinaandtheUnitedStates.Thepurposeoffamilyeducationisthroughthefamilyeducationtotraintheeducateesintowhatkindofperson.Determineifpurpose,educationcontent,methods,accordingtothechoice.SowhatisthepurposeofAmericanandChinesefamilyeducation,orwhatisthedifferencebetweenthetwoparentsexpecttheirchildren?

ThepurposeoftheAmericanfamilyeducationistoproduceaadapttotheenvironmentandindependentabilitytosurvive"

socialperson"

thepurposeoftheexpectedvalueisnothigh."

Socialperson"

isnotanideal,butaplain,easytooperateandbroadrequirements.SoAmericanparentstreattheirchildren'

seducationmoreeasily,theactiveingredientintheirchildren'

spersonalitymaximumlimit,letchildrenrealizeselfvalue,evenif,isnotforsomeutilitariangoalssuchashighereducation,goodcareer,butinfact,sucheducationhasmany"

accidentallyremarkableeffect,incasualingenius.Inaddition,inundertheguideofthispurpose,cancultivatechildren'

sindependentconsciousnessandliveindependently.LookateachstageofAmericanchildren:

theygrewupindependentsleep;

Whenwalking,playing,fewparentsholdingtheplay;

Againbigsome,Ihavetohavetheirownspace,thedecorationoftheroom,decorateandcleanupthewholeshallbetheresponsibilityofthechild;

Theygrewupdoingwhatpaidservices,suchascleaning,peopleseechildren,deliveringpapers,andsoon,inhighschooloruniversityaftergongfrugaltolearn,inexchangeforlivingexpenses.

FamilyeducationinChina,bycontrast,thepurposeistoproduce"

only"

haveambitioninthefuture,haveagoodcareer,lifecanbespentinprosperity.First,thepurposeofhighexpectations,andstrongutilitarian,because"

thepromise"

"

goodjob"

prosperity"

isnotageneralpurpose,moredifficulttoachieve.Forthispurpose,Chineseparentsparticularlycareaboutthechild'

sacademicperformance,tothechildtheonlyrequirementistoconcentrateon,sitdownquietlyreading,learnskills,butignorethechild'

stalent,limitingtheircreativity,theresultsinordertodeveloptheso-called"

talent"

insteadofkillingthegenius,many"

many"

effect.Andbecausefewconsiderthechild'

spersonalityandsocialadaptationability,citizenconsciousness,evenifthegoodacademicperformance,alsonotnecessarilycanbesmoothlyinthefuturebasedonsociety,sometimes,stillcanmaketheexpectationsofparentscompletelyevaporated.

1.3.TheEducationStyleisDifferent.

TheparentsinChinaareinfluencedbythetraditionaleducation.Theydoalltheycantoprotecttheirkidsfromharm.Theydothehouseworkratherthanthekids.Beingafraidoftheirkidsgettingharm,theylimitthespaceinwhichthekidskeeptouchwithothers.Theyaresostrictwiththeirchildren’sstudy.ButtheAmericanparentsarecaredtheirkids’abilityandwethertheyhavetheskills.Giveamanafishandyoufeedhimforaday.Teachhimhowtofishandyoufeedhimforalifetime.（Lao-Tzu）

I.ThereareManyDifferencesinSchooling.

2.1.TheEducationPlanningisDifferent.

Thedifferencebetweentheeducationsishighereducation.Duetothelackofhardware,especiallythecollegesofscienceandengineering,andlackoflaboratoryequipment,thatrestrictsthequalityofhighereducationgreatly,especiallyinthestageofeducation.Since1985NobelscienceareallshownupinAmerican,ormajorsciencetechnologyworkiscompletedintheUSA,thatshouldbeattributedtothattheUSAfocusedonthebasisofscienceandtechnologyinvestmentinhardware,theysupportedtheoutstandingtalent.Inaddition,USAcollegeeducationthought.WhobrokeintotheWallStreetofHarbingirlChenLei,withherAmericanUniversity4yearexperience,sumsup:

"

middleandprimaryeducationlevelinUSAisfarworsethanthatinChina,butwhyUSAcanproducesomanyNobelPrizewinners?

Theansweris:

universityeducationinAmericanispayingattentiontopersonalability,beinggoodatmobilizingthepotentialofpersonalstudyandresearch,andprovidesstudentswithlargeindependentspace.Americanstudentsoftenlearntofourorfiveinthemorning,evenallnight."

（LiXianghong4）

Americaneducationstresses“wide,light,alive”,butChineseeducationfocuson“narrow，strict,stiff”.Theformercanmakestudentsbraveandconfidencebutpride,andthelastletstudentsmodestandprudentbutinferior.AmericanstudentshavemorequestionsthanChinesestudents.

2.2.EducationViewandKnowledgeViewareDifferent.

Inschooling,themostdifferentiseducationviewandknowledgeview.InUSA,basicoperationsarenottakenseriously,sostudentscanhaveawidenuseofcalculatorsinschool.Americansthinkcalculatorisfastandaccurate,andwhybothertryingtousethebraintocalculateit.Thehumanbraincanbesavedtodothatmachinescannotdo.However,inChina,ourbrainandcalculatorsshouldbeindependent.Thebrainneedstoremoreknowledgesothatwecanextractitassoonasposibile.Fromthedevelopmentofinnovationcapabilityperspective,Chinastudentspronetoindulgeinselfcontrollingandselfcontrol,forfearoferrorandusedtosticktotherules.Goodfoundationcanbefavorableconditionsforinnovation,butalsowillbeboundandhinderthebarrierofcreativethinking.Rigorouscharacteristicscanbringcomprehensiveconsideration,canalsobecometheenemyofthejumpingthinking.Americaeducationisnottosetupafixedpatterntoletthestudentsfromthereallifetotheinnerworldtocarryoutafullrangeoffreeimagination,butencouragestudentstocreate.AndChineseeducationsetupmodel,andallowstudentstopursue"

like"

.Therefore,fundamentally,valuedirectionofSinoUSEducationadvocatesisnotconsistent.Chineseeducationisimitation.theeducationideais:

apieceofwhitepaperthatachildwhatbasisdonothave,howtoimagine?

howtocreated?

Andhowtocarryoutcreation?

III.ChineseandAmericanEducationhasTheirOwnAdvantages.

3.1:

ChineseEducationhasItsFeatures.

Chinesestudentswithasolidfoundationinmathandscience,andChinastudentsclassroomlearningtimeisverylong.Theyhaveagooddisciplineandlearningspontaneously,but,Chinesestudenttopursuehighereducationisalsoverystrong.Chineseeducationencouragestudentslearning,progress,competition.Itcanabsolutemaximumplaytoindividualpotentialwithappropriatecompetition.Thereisapositivelearningenvironment.Chinabasiceducationteachers’senseofresponsibilityforwhethertheclassactiveorpassiveisveryadmired.

3.2:

AmericanEducationhasItsFeatures.

Educationemphasizestheparentinvolvement.Thelearningneedsofschools,parentsandthecommunitytosupportthechild.ThispointisChineseparentslacked.Itencouragesinnovation,andletsthechildrengrewupfeelingverygood.Theycanbefullofconfidence.Itpaymorea