The difference of family education between China and America.ppt

thedifferenceoffamilyeducationbetweenchinaandamerica,0606liuliping,outline,introductionanalysisconclusion,introduction,childrenaretheexpectationoftheirparentsandthehopeofanation.familyeducationisnotonlyanimportantcomponentofeducationbutalsothefirstlessontoachild,whichwillberememberedforever.”(zhaozhongxin,p1,1991)familyeducationhasadirectinfluenceonthequalitiesoftalents.inthe21stcentury,internationalcompetitionisbecomingfiercer.anditisacompetitionfortalentsfundamentally.thus,eachcountryshouldpaymoreattentiontofamilyeducationintheeducationprojects.theissuehasbeenbecomingahottopicinourcountry,anditarousedgreatconcernofourgovernmentandallwalksofsociety,inparticulartheeducationsector.however,manypeoplethinkthatschoolsanduniversitieshavethemainresponsibilityfortheseproblemswhichappearedineducationinrecentyears.schoolsanduniversitiesaretobeblamed,buttheirparentsaremoretobeblamed.“iftheloveofthegood,thebeautyandthetruthhadbeenimplantedproperlyintheirmindinearlyyears,iftheyhadbeentrainedtousetheirmindsattheverybeginning,theywouldnotlivesofoolishly.”(karlweter.p5,2002),inordertofindabetterwaytoeducateourchildren,weshouldstudyothercountriesexperiences.therearemanytypesoffamilyeducationintheworld,andamericanfamilyeducationisthemostfamousone.soitisnecessaryandsignificanttomakeacomparisonofthedifferencesoffamilyeducationbetweenamericaandchina.thispaperistocomparingchinesefamilyeducationandamericanfamilyeducationsuperficially,whichmayoffersomelessonstofamilyeducation.,a.americanfamilyeducationinamerica,parentsaimsaretotraintheirchildrentohavetheabilityofadaptingtoenvironmentalvarietyandtheabilityoflivingindependently.basedonthisconcept,mostamericanparentsemphasizemoretotraintheirchildrensabilityofindependenceoncetheyareborn.theygenerallybelievethatchildrensgrowthmustrelyontheirownexperiences,becausetheythinkthatchildrenshouldformaself-supportingwillandthecapacitytoliveindependentlysincetheirchildhood.andthecapacitycomesfromthetrainingintheearlyage.theso-calledtrainingcontainsmanyaspects,suchaswork,temperwill,patience,thespiritofhardwork,etc.however,themostfundamentaltrainingistheabilityofadaptingtohardconditions.,throughtheprocessofwork,childrenwillformthelaborsense,learnsomeworkskillsandformahabitoflabor.besides,childrencanlearnhowtoovercomedifficulties,tempertheirwillpower,developtheirtalentsandskills,richtheirknowledge,andformahabitofhardworkandthriftybyworkinginhardconditions.itisjustintheunconsciouslyprocessthatchildrenwillobtaintheindependentsurvivabilityandtaketheresponsibilitiesforthesociety.,b.chinesefamilyeducationcomparedwithamerican,chineseparentshaveaverydifferentconceptofchildrenseducation.someparentsinchinaonlycareaboutwhetherthechildrenhaveapromisingfuture,agoodjob,agoodlifeornot.basedontheseexpectations,themajorityofparentsfeelthattheirresponsibilityfortheirchildrenistocreateasgoodconditionsaspossibletheycansothatthechildrenwillnotworryaboutanythinginthefuture.chineseparentswouldliketoprovideeverythingwhattheycanfortheirchildrenintheprocessofchildrensgrowth.inshort,theywouldliketosacrificeanythingiftheirchildrencanlivebetterwiththeirhelp,therefore,intheprocessofchildrensgrowth,themostimportantthingtheparentsconcerningistodevelopingtheirchildrensintellect,exceptforcaringchildrensdailylife.inordertomaketheirchildrenhaveagoodperformanceinstudy,becomeoutstanding,orevenbecomeafamouspersoninthefuture,theywouldnotletchildrendoanythingexceptstudying.asforthechildrensindependence,civicawarenessandtheirabilityadaptingtothesocietyinthefuture,theyconsiderlittleornotatall.fromtheseaspectswecanfindtheobviousdifferencesoffamilyeducationbetweenamericaandchina.,ii.twodifferentkindsofwaysoffamilyeducation.a.differencesincultivationofchildrensindependencebecauseofafundamentaldifferenceonparentalconcept,therearetwocompletelydifferentwaysoncultivatingtheirownchildrensindependence.,1.thecultivationofchildrensindependenceinamericafirstandforemost,chinesefamilyeducationandamericanfamilyeducationvaryintheattitudetowardsindependence.mostamericanparentsthinkthatthechildisanindependentindividualsinceheisborn,whohashisownwillingandcharacteristic.neithertheparentsnorteachershaveprioritiestodetermineandrestricttheirchildrensbehaviors.thedeclarationofindependencesays:“allthepeoplearebornequally;theyareendowedwithholyrightsincludinglife,freedomandpursuitofhappiness.(huangshaoxiang，p12,1979)inordertoletthechildrenrecognizethattheyarethemastersofthemselves,americanparentswillgivetheirchildrenenoughfreedomandwillnotmakedecisionsfortheminmostcases.americanparentswillingtorespectandunderstandtheirchildrensfeelings,thus,theyalwaysthinkcarefullyabouttheirwordsandchoosetheappropriatetimetoeducatetheirchildren.,c.differencesinthecultivationofchildrenscreativityasforcultivatingchildrenscreativity,therearealsogreatdifferencesbetweenchinaandamerica.americanparentsencouragetheirchildrentoinnovateandsurpasstheirpredecessorsinallfields.theythinkthatchildren,likeadults,havetheindependentabilityofstudy,andtheyholdatolerantattitudetotheirchildrenscreativity.theyencouragechildrentoexploreandprovideverydifferentviewsonsomeproblemsandletchildrensolvetheseproblemsthroughtheirownefforts.evenifchildrencannotgetapositiveeffect,theparentswouldnottointerferetheirchildrenswork;instead,theywouldlettheirchildrentoawareoftheproblemsgraduallyintheprocessofdevelopingandthencorrecttheirfaultsbythemselves.,chineseparentsarealwaysjustsatisfiedwiththeirchildrentoimitateothers.theyalwaysholdanegativeattitudeonchildrensexplorationactivities,andtheseactivitiesarealwaysstoppedbytheirparents.forexample,thechildrenwhodemolishedanalarmclockintheunitedstatesfamilieswillnotbeblamedbytheirparents.sometimes,theywillworkwiththeirchildrentorepairtheclockwhenthechildrencannotdoit.theywillevenencouragechildrentodemolishtheclockagainandreinstallit.(tinjennifer,p97,2005)but,ifthesamethingshappenedinchinesefamiliestherewouldnobodydarestotelltheirparentswhattheydideventhoughtheyhaveinstalleditback.thechildrenscreativityisusuallyruinedbytheirparentsstrictsupervisionintheearlyage.,d.differencesinthecultivationofchildrenspsychologicalhealthpsychologicalstudieshaveshownthatthepsychologicalhealthisveryimportantforthechildrensgrowthandtheshapingofhealthypersonality.americanparentspaymuchattentiontocultivatechildrenspsychologicalhealth.andtheyarewillingtoexchangetheirthoughtswithchildren.happyeducationisconsideredasanimportantandnecessarycomponentofeducation.childrenarerespectedbytheirparents,so,theyliketotelltheirfeelingsandthoughtstotheirparents.whatamericanparentsdidisveryfavorableforparentsandchildrentolearneachother.,however,manychineseparentsbehaviorsaretheoppositeofamericanparents.indailylife,theyonlycareaboutchildrensphysicalneedsanddonotliketocultivatechildspsychologicalhealthandtemperchildswillbecausetheythinkphysicalhealthismoreimportantthanpsychologicalhealth.theseriousresultisthatmanychildrencannotfacethedifficultiesinthedailylife.theymaybefrustrated,decadent,self-destructive,evenrunawayfromhomewhentheymeetsomesetbacks.suchincidentsarefrequentlyreportedbymediainrecentyears,andwecanfindsomeevidencesthatitiscausedbylowqualityfamilyeducationandlowlevelofpsychologicalhealth.inanotherword,thisistheresultofparentsneglecttocultivatechildrenspsychologicalhealth.,conclusion,itisveryobviousthatthefutureofanationdependsonthequalityofyoungpeople,whichneedstoimprovefamilyeducationbecausefamilyeducationisthefoundationofthewholeschooleducationandsocialeducation,anditcantbe