中美家庭教育价值观差异的研究.docx

中美家庭教育价值观差异的研究.docx

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中美家庭教育价值观差异的研究

Acknowledgements

Thanksforgivingmethischancetoachievethispaperandtomaketheconclusionformyfouryears’education.Throughwritingthispaper,IhavegainedmoreknowledgethanIsupposed.

Mysincerethanksareduetomysupervisor,Ms.YueGeniforhelpingmetoclarifymythoughtandsharpenmythinking.

Here,Ialsowanttogivemythankstootherteachersandmyclassmateswhogavememuchhelp.Thankyou!

摘要

家庭教育相比学校教育和社会教育来说是最基本的教育，对于个人的成长及社会教育的发展方向扮演这不可替换的角色。

在特定历史、经济、文化以及意识形态等因素的影响下，不同国家的家庭教育表现出不同的特点，其中文化对于家庭教育的影响深远。

本文着重比较中国和美国家庭教育方式的差异，将中国传统的儒家文化和美国的清教思想对于中美家庭教育价值观形成的影响进行分析。

因此在发现特点，探究差异的基础上，发扬中国传统家庭教育思想，汲取美国先进的家庭教育理念，为社会培养更多的人才。

关键词:

家庭教育；教育目的；教育方式；家庭教育价值观

Abstract

Comparedwithschoolandsocialeducation,familyeducationisthemostbasiconewhichplaysanirreplaceableroleinindividualgrowthandtheoutlookofsocialeducation.Undertheinfluenceofspecifichistory,economy,cultureandideology,differentcountrieshavedifferentfeatures,cultureshasafar-reachinginfluence. FocusingonthedifferencesbetweenChineseandAmericafamilyeducation,thisthesiswilllookintotheessenceinbothChineseConfucianismandAmericanPuritanismandthenanalysistheirinfluencesoncultivatingvaluesoffamilyeducationinbothcountries.Therefore,onthebasisofdiscoveringfeaturesanddiscussingdifferences,thethesiswillcarryforwardthetraditionalideasoffamilyeducationinChinaandabsordadvancedideasofthatinAmerica,cultivatingmoretalentsforthesociety.

KeyWords:

familyeducation;educationaims;educationmode;familyeducationvalues

ContentsTOC\o"1-3"\h\z\u

1.Introduction1

2.LiteratureReview1

2.1ReviewofthefamilyeducationstudiesinAmerica1

2.2ReviewofthefamilyeducationstudiesinChina2

3.DifferentialEmbodimentinFamilyEducation3

3.1DifferencesinthePurposeofFamilyEducation3

3.1.1SuccessinProsperityinChina3

3.1.2IndependenceinSocietyinAmerica4

3.2DifferencesintheModeofFamilyEducation4

3.2.1IndoctrinizationandClosedEducationinChina5

3.2.2IndependentExplorationandOpeninAmerica5

4TheReasonsfortheDifferencesofFamilyEducationValuesBetweenChinaandAmerica6

4.1DifferencesinthePositionofFamilyMembers6

4.1.1FilialPietyandFraternalDutyinConfucianism6

4.1.2IndividualismandHardWorkinginPuritanism7

4.2DifferencesinEvaluationCriterion9

4.2.1EthicandCollectiveInterestsinChina9

4.2.2ValueandPersonalInterestsinAmerica10

5.Conclusion11

Bibliography12

StudyontheDifferencesofFamilyEducationValuesBetweenChinaandAmerica

—BasedonComparativeStudyofConfucianismandPuritanism

1.Introduction

“Childrenarethehopeoftheirparentsandnation.Familyeducationnotonlyservesasanimportantpartofeducationbutalsothefirstlessontoachild,whichwillberememberedforever.”（Zhao1）.Familyeducationhasadirectinfluenceonthequalitiesoftalents.Inthe21stcentury,internationalcompetitionisbecomingfiercer.Anditisacompetitionfortalentsfundamentally.Thus,eachcountryshouldpaymoreattentiontofamilyeducationintheeducationprojects.Theissuehasalsobecomeahottopicinourcountry,anditarousedgreatconcernofourgovernmentandallwalksofsociety,inparticulartheeducationsector.However,manypeoplethinkthatschoolsanduniversitieshavethemainresponsibilityfortheseproblemswhichappearedineducationinrecentyears.Schoolsanduniversitiesaretobeblamed,buttheirparentsaremoretobeblamed.“Iftheloveofthegood,thebeautyandthetruthhadbeenimplantedproperlyintheirmindinearlyyears,iftheyhadbeentrainedtousetheirmindsattheverybeginning,theywouldnotlivesofoolishly.”（Karl5）.Inordertofindabetterwaytoeducateourchildren,weshouldstudyothercountries’experience.Therearemanytypesoffamilyeducationintheworld,andAmericanfamilyeducationisthemostfamousone.SoitisnecessaryandsignificanttomakeacomparisonofthedifferencesoffamilyeducationbetweenAmericaandChina.ThisthesisistocompareChinesefamilyeducationandAmericanfamilyeducationsuperficially,Researchtheinfluencesofculturaldifferencesomtheformationoffamilyeducationvalues,whichmayoffersomelessonstoChinesfamilyeducation.

2.LiteratureReview

Duetothesignificanceoffamilyeducation,nomatterinChinaorAmerica,fromforetimetomoderntimes,muchresearchhasbeendone.ThefollowingsectionwillintroducefamilyeducationbothAmericaandChina.

2.1ReviewofthefamilyeducationstudiesinAmerica

Foreignfamilyeducationthoughtshavealonghistory.Thefoundingofcontemporarypedagogyandpsychologyhasstronglyadvancedtheresearchonfamilyeducationtheoryforeverycountry,suchasfamousAmericanphilosopher,educatorLocke（1693）publishedin17thcenturySomeThoughtsConcerningEducation.Thebookemphasizesthevirtues,as“justiceasrespectfortheothers,civility,truthfulness,andwillingnesstoquestionprejudice,authorityandthebiasesofone’sownself-interest”thatrepresentthequalitiesneededforcitizensinaliberalsociety（TarcovandGrant33）.Locke’scorethoughtisgentlemaneducation.Hisnotionsmainlyare:

gentlemaneducationiscultivatingall-rounddevelopmentofpeople;moralintegrityistheforemoststandard;parentsmustbethemodelsofvirtue;shapechildren’sgoodpersonalityfromtheirchildhood;developchildren’sstrongcharacter;makethempossesselegantmanners.Locke’spracticesongentlemaneducationare:

whenthechildrengetsonwithpeers,teachthemmastertoleranceandgenerosity;helpchildrendefeatindulgentdesire;notallowchildrenabusesmallanimals;fosterchildren’ssenseofhonoranddisgrace;fosterchildren’sfineetiquettecustoms.Well-knownAmericaninitiationthinkerRousseau（1762）publishedEmile,amonographonfamilyeducation.Inthisbook,Rousseaustressedthateducationshouldbenatural,followchildren’snature,accordwiththeagefeaturesofchildren.Hiscorethoughtisnaturaleducation.Thisreferstoobeyingnaturaleternallaw,leavephysicalandmentaldevelopmentfree,whichmeanslifeandpractice.Headvocatesobjectteachingandaudio-visualinstructionforchildren’slearning.Hesupportseducatingchildrenthroughlaboreducation,freedom,equality,andhumanityeducation.Inthesewayschildrencanobtaintheabilitytoearntheirliving,andcanarrangetheirfreedom.

2.2ReviewofthefamilyeducationstudiesinChina

Chinaisacountrywith500yearsofcivilization,whichhasabundantculturalheritage.Amongthemtherearenumerousindoctrinationfamilyeducationtheories.SincetheWeiJinSouthernandNorthernDynasties,ourcountryhashadaseriesofworksonfamilyeducation.TheNorthernQiDynastythinker,litterateurYanZhituididresearchonthisandwroteAdmonitionsfortheYanClanwhichwasaneducationmonograph.Thewritercombineshisownlifeexperiencewithhisphilosophyoflife，andcompletedAdmonitionsfortheYanClantocautionhisoffsprings.HisbookisthefirstinstructioninChinesehistorywhichisrichincontent,grandinsystem.ThecontentofAdmonitionsfortheYanClanisabundant,butchieflyadoptstraditionalConfucianismtoinstructchildren,andexploreshowtocultivatechildren’smoralcharacter,manageahousehold,conductoneselfinsociety,howtostudy,andsoon.Amongthesethoughts,manyarestillsignificantforpeopletoday,forinstance,hesupportsstudy,opposeshavingneitherknowledgenorskills.Sincethenon,otherseriesoffamilyeducationbooksappear.SimaGuang,thefamousofficialandhistorianofSongDynasty,wroteInstructionsofWenFamily.Sima’sbookistheimportanttextbookonfamilyeducationinfeudalsociety.Hestatescomprehensivelyinhisbookthatthefeudalfamilyethics,methodsonmanagingthehousehold,children’sphysicalandmentaltrainingandthewayofcommunicatingwithothers.SimaquotesConfuciusandothereminentpeople’sideasinsuchrespectsas:

thefatherisaffectionateandthesonisdutiful,brothersloveandrespecteachother,thehusbandiskindandthewifesoft,whichareregardedasunalterableprinciples,Meanwhilehestressesthattheimportanceofcourtesywhichmustbetakenattheforemostpositionwhilemanagingahousehold.AdmonitionsfortheYanClanandInstructionsofWenFamilyindicatethatourancientfamilyeducationstartstotransferfromdescriptiontoprobinginternallaws.Theywerethemilestonesofourfamilyeducationtheorystudy.

3.DifferentialEmbodimentinFamilyEducation

AtfirstthereisanessentialdifferenceintheaimandmodeoffamilyeducationinChinaandtheUnitedStates. Chineseparentsalwayshopetheirchildrentobeingoodtimes,theydonotwanttheirchildrentosuffersetbacksanddifficultiestoomuch,Inchina,familyeducationandschooleducationarebasicallythesame,astheytellthechildrenwhatisrightorwrong,ratherthanletthechildrenfindoutwhatisrightandwhatiswrong;Onthecontrary,Americanfamilyeducationmoreinclinedtoopeneducation,sobeingindependentofsocietyisfundamentalfortheireducation.

3.1DifferencesinthePurposeofFamilyEducation

Ineducationalpurposes,Chinesefamilyeducationtendstomakechildrensucceedinprosperity，Americanfamilywanttheirchildrentobeindependentinsocietyearly.Thefollowingpartwillunfoldthesetwodifferenceswithmoredetails.

3.1.1SuccessinProsperityinChina

InviewofChinesefamilyeducationcomparedwithAmerican,Chineseparentshaveaverydifferentconceptofchildren’seducation.SomeparentsinChinaonlycareaboutwhetherthechildrenhaveapromisingfuture,agoodjobandagoodlife