中美家庭教育对比.docx
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中美家庭教育对比.docx
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中美家庭教育对比
TheDefferentofFamilyEducationbetweenChinaandAmerica
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'unsuilableroledivisionineducationbringsaboutsomebadresults.
EitherinChinaorintheWestmotherisalmostdescribedinmanyculturesasthemainfosterer,andthenfatherplaysonlyapart.Thefatheristhemainundertakerwhoteachesthechildtoknowtherationalityeducation.Motherisresponsibleforchild'sfoodanddrinkindailylife,thematerialguarantee,theemotionalsatisfactionandsoon,isalsothemainundertakerofchild’semotionalcultivation.Itsresultisthatthechildholdshisfatherinaweandvenerationandcausesthepoorrelationbetweenchildandfather,andthusaffectschild'sperfectdevelopment.
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,thefamilyeducationisbestowedonthedirectsocialsignificance.Inaddition,theChinesetraditionalculturealsoregardsthefamilyeducationandchildren'sindividualgrowthasthedirectcorrelativecausesandeffects.TheChineseparentscareaboutthereputationineducatingthechild,thinkingeducatingthechildtobecomeausefulpersonistheirachievement,butifnot,theparentsfeelshameful.Theeducation'sgoalisforearningtheirliving,forhonor.
Thewesternfamilyeducationisdifferentfromchinaintheeducationalgoal.Educationisnotthepreparationforearningtheirliving,butforsurvival.“Thelearnededucation”theyemphasizehasthevalueofmoldingone’smind,onekindofvaluewhichhasnothingtodowiththeutilityortheoccupationconsideration.
Infact,Westernfamilydoesnotmakethecomparisonpainstakingly,buttheChinesefamily’scomparisonhasbroughtaboutaseriousproblem:
Competing
Thirdly,theviewofwhoisthemainbodyof thefamilyandthereciprocityofeducationaredifferent.
TheChinesetraditionalfamilycultureisfollowingthedominantpattern,displaysthefamily’sinternalauthorityconsciousness.Itemphasisobedienceandrespects,takestheexternalcontrolserious.Thechiefeducatorisparentsinchina’straditionalculture.TheChineseparents'guardian-consciousnessisextremelyintense.Theyregardthechildastheirownprivateproperty,regardhimastheiraccessory.Therefore,theparentsthinkhighlyofshapingthechildunlaterally,affectsthechild'sindividualityconstruction.Theypayattentiontotheirownimage,hasneglectedthechildandadult'sinteraction,itsprocessandcomprehensiveness,soitcausesthechildtobeinthepassiveposition,disregardofthechild'sindividualexistence.
Whereas,thewesterncivilizationtakesthechildasthemainbody,emphasizesindividualstruggle,emphasizesequality,democracyandrespectstheindividualright.Thewesternparentsthinkofthechildasanequalmemberinthefamily,respectthechild'spersonalityanddignity,canletthechildthinkindependentlyandchoosefreely.Theyrespectthechild'sright,donotdothecompulsoryeducation.Theyrespectthechild'sself-respect,advocatechild'sinstinctdevelopment,andthenaturaldevelopment.Parents'responsibilityonlyliesindiscoveringandguidingthechild'sinterestsandpotentialties,creatingtheadvantageousenvironmentforthechild,payingattentionthecommunicationwiththechild,andtheeducationalreciprocity.Inthewesternhomeeducation,theparentsarenotchild'sdominations,buthisfriends.
Fourthly,thefocalpointofeducationisdifferent.
WhattheChina’straditionalculturegraspsislifeandmorals,sotheChinesevaluelifeandthehumanrelationsextremely.Therefore,theChineseparentshaveregardedthemoralsasthehighestvalueorientationintheeducation.Especially,intheChinesemind,“thegoodchild”isachildwhoisobedientandsensibleatfirst,aimsatthecommunity,likedatfirstsight.Inthatcase,theguardiantrainsthechildtopracticethemoralculture,cultivatesmentalpoise,self-restraining,emphasizesreservation,andtheideaofsocialrank.ThemainconnotationofChinesefamilyeducationis“themercy,righteousness,theritual,thewisdom,thehonesty,loyalty,forgiveness”,andtheChinesechildwastaughtbyhistoricalstory,ethics,loyalty,filialpietyandintegritywhenhewasyoung.Thechildwasinfluencedbytheice-coldmorallawandtherulesandregulations,andstudied3-characterclassicandYoungerbrotherCuckoosincechildhood.
Yet,whatthewesternculturegraspsisknowledge,thefamilymainlyarousesthechild’sthecuriosityaboutandtheimaginationofnature.Asweallknowknowledgecreationcomesfromcuriosity.Soparentsbymakingchildreninterestedinthenatureandfairystories,letthechildrenhaveabroaderimaginationspace,soastohelptheknowledgecreation.Inaddition,theyregardthepsychologicaldevelopmentasthehighestdirection,sothecultivationofchild'sinterestandthecreativityisthemainpointofWesternfamilyeducation.
Fifthly,thedifferenceinproportionbetweenfamilyandtheindividual.
TheChina’straditionalculturetakesthefamilyasthefocus,paysgreatattentiontoindividualresponsibilityandduty.Thisisperformedinthevalueorientation:
(1)familyeducationfunctionisstrengthened.IntheChinesetraditionofsociety,familyshouldersmanykindsofsocialfunctions.Ithasthebrightcharacteristicsofbuildingthecountryandfamilywithconcertedefforts.Butthechildreneducationisapartoffamilylife'sextension,sothehomeeducation'svitalrolealsoliesinachievingthegoal“thefamilyeducationislasting”.Itisatoolwithwhichthepositionsoffamily andsocialpoliticsaremaintainedanddevelopedfamilycultureispresentedandcarriedforward.
(2)Educationtakesfamilybenefitasthemainvalueorientation.“Bringhonortoancestors”,“theillustriousfamilystatus”arescholar'sgoaltopursue.Thepersonalinterestandthefamilybenefitaremergingintooneorganicwhole.Itiscloselyrelatedto“theviewofimmotality”ofChinesetraditionalculture.
Thewesternculturetakesindividualasafocuspayinggreatattentiontoindividualfreedomandright.Andineducation,thewesterners’placetheeducatedinprominentstatus,withtheemphasisofthecultivationofindividuality.TheIndividualsstandardandfamilytransformsarecloselycorrelative.Thiseducationaltraditionwasestablished,whichexperienced“Renaissancemovements”fromthe14thtothe16thcenturies,“FranchbourgeoisideologyEnlightenment”inthe18thcenturyaswellasthe“ideologicaltrends”andsoonatthebeginningof20thcentury.Then,Rousseauinitiatedthenaturalandfreeeducation.Deweyproposedthateducationisgrowth, educationislife,individualisthemainbodywhograspshisownexperienceconstruction.Buttheindividualstandardisnotequaltoindividualism,doesnotequateitselftotakingthechildasthecenter.Thefamilyneedstheindividualofrichindividuality,whocantamehimself,controlhimself,surpasshimself,amodernmanwithperfectmoralquality,healthyindividuality.Insteadofaselfishanddependentutilitarian.
Sixthly,thecultivationofindependentconsciousnessisdifferent.
TheChineseguardiansthinkthevalueofeducationisstudyingforenteringahigherschool,theyonlyaskthechildtostudyattentively,withoutbotheringaboutotherthings.Sothechildren’sconsciousnessofall-roun
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