跨文化交际下中美家庭教育的差异与融合

The

Difference

and

Fusion

of

Family

Education

of

China

and

American

Under

the

Cross-cultural

Communication摘要家庭教育是指在家庭互动生活过程中，父母及其他家庭成员对子女的成长发展所产生的教育影响，是整个教育事业的首要组成部分。家庭教育作为一种文化现象，必然反映不同社会文化的内涵。跨文化是指在全球化进程中,跨越不同国家不同民族界线的文化，是两种及以上不同文化背景的群体之间的交互，是社会流动性增加和种族混杂造成的一种社会现象。这种现象的本质是改变传统和现存的文化,是创造新文化。本文主要介绍跨文化交际下中美家庭教育的差异与融合的相关问题。关键词：跨文化；交际；家庭教育abstractFamilyeducationreferstotheeducationalinfluenceofparentsandotherfamilymembersonthegrowthanddevelopmentoftheirchildrenintheprocessoffamilyinteraction,whichistheprimarypartofthewholeeducationalcause.Asaculturalphenomenon,familyeducationisboundtoreflectdifferentsocialandculturalconnotations.Crossculturereferstotheculturethatcrossesdifferentnationalboundariesintheprocessofglobalization.Itistheinteractionbetweentwoormoregroupswithdifferentculturalbackgrounds.Itisasocialphenomenoncausedbytheincreaseofsocialmobilityandthemixedrace.Theessenceofthisphenomenonistochangetraditionalandexistingculture,andcreatenewculture.ThispapermainlyintroducesthedifferencesandintegrationoffamilyeducationinChinaandAmericaunderinterculturalcommunication.Keywords:crossculture;communication;familyeducation1.IntroductionAsweallknowchildrenarethehopeofanation,andfamilyeducationisthefirsteducationphaseforchildren.Family,asthecellofsociety,isthefirstplacewherechildrenreceiveeducationandgetintouchwiththesociety.Childrenaretheexpectationoftheirparentsandthehopeofanation.Familyeducationisnotonlyanimportantcomponentofeducation,butalsothefirstlessontoachild,whichwillberememberedforever.Americanfamilyeducationisfamousforitsdemocracyandliberty.Americanparentsrespectchildren'sindividuality,encouragingthemtopursuetheirtruepassionsandprovidingarelaxingandnurturingenvironment,whiletheChinesebelievethatthebestwaytoprotecttheirchildrenistopreparethemforthefutureandarmthemwithskills,strongworkingabilities,andinnerconfidence.Asaculturalphenomenon,differentfamilyeducationiscloselyrelatedtoitsculture.ThisdissertationattemptstodoaninspiringexplorationofChineseandAmericanwaysofchild-rearing,clarifythesimilaritiesanddifferencesbetweenthemandtrytofigureoutthebitterclashofculturesfromtheanalysisandcomparison.Atlast,thisdissertationwilloffersomehelpfulenlightenmentandreferencetofutureChinesefamilyeducation.Itreferstothecommunicationbetweennativespeakersandnon-nativespeakers,andthecommunicationbetweenpeoplewhohavedifferentlinguisticandculturalbackgrounds.Popularlyspeaking,ifyouaredealingwithforeigners（duetothedifferencebetweenlanguageandculturebackground），whatmattersshouldwepayattentiontoandhowtocommunicateproperly。Familyeducationisaconceptoftenheardineverydaylife.Ithasalonghistoryofdailylife,butashorthistoryinacademicfield.Itistraditionalaswellasmodern,anditsconceptionsdevelopastimegoesby.Familyeducationhasadirectinfluenceonthequalitiesoftalentssothateverycountryshouldpaymoreattentiontofamilyeducationintheeducationprojectswiththefiercerandfiercerinternationalcompetition.Therearemanykindsoffamilyeducationintheworld,andeachofthemshowsdistinctivefeaturesandiscloselyrelatedtoitsculture.Peoplehavedifferentunderstandingsaboutfamilyeducationindifferentculturalbackgrounds.TherearenotonlysomeimportantsimilaritiesbutalsoseveralgreatdifferencesbetweenAmericanfamilyeducationandChinesefamilyeducation.Thisissuehasbeenbecomingahottopic,anditarousedgreatconcernofthetwocountries.ThispaperfirstintroducestherelatedconceptsoffamilyeducationdifferencesandintegrationinChinaandAmerica,thenanalyzesthecorrelationanalysisbetweenChineseandAmericanfamilyeducation,thenstudiesthereasonsforthedifferencebetweenChineseandAmericanfamilyeducation,andfinallyputsforwardtheexperienceoffamilyeducationintheUS.2.Literaturereview2.1Thedefinitionofcross-culturecommunicationCrossculturereferstoaculturewhichcrossestheboundariesbetweencountriesandnations,alsomeansinteractionamonggroupswithtwoormoreculturalbackgrounds.Cross-cultureawarenessisadequateandcorrectrecognitionofculturalphenomenon,customandhabitthataredifferentfromorconflictagainstnationalculture,acceptanceandadaptiontoitonthisbasisinanopenmanner.Fromtheacademicview,andtheperspectiveofculturetheory,culturalidentitymeanscertaingroup’ssenseofbelongingandacceptancewithcertainculture.Ithascertaindirectivepropertyinculturalvalue.Inshort,“crossculture”referstointeractiverelationshipamongallpeoplewhocrosssystemboundariesandexperienceculturalproperties.Inparticular,itisasocialphenomenonresultedfromtheincreaseofsocialmobilityandracialintegrationinglobalization.Thenatureofthisphenomenonischangingconventionalandexistingcultureandcreatingnewculture.Duringcrossculturalactivities,oneshouldregardothercultureasequalsubject.Thereisequalconversationbetweenthem.However,thisunderstandingdoesnotinsistonabsoluteidentitybetweenthesubjectandtheobject,butadmitsandacceptsdifferencetoo.Peoplemayhavedifferentunderstandingsinthisaspect,justlikehownovelsandbooksareunderstood.Understandingofcrosscultureislearningdifferentculturesandunderstandingsbetweendifferentcultures.Itisnotonlytodiscussdifference,butsimilaritiesneedtobestudiedtoo.Itisthecoexistenceofsimilaritiesanddifferencesthatmakesunderstandingofdifferentculturespossible.Uniformityofculturedifferencesandsimilaritiesistheanswertounderstandcrossculture.2.2ThedefinitionoffamilyeducationFamilyeducationhasabroadandnarrowsense.Familyeducationinabroadsensereferstothemutualeducationbetweenparentsandchildren,andatwo-wayprocess.Thenarrowsenseoffamilyeducationmeansthatparentsorotherelderlypeopleareconsciouslyandconsciouslyeducatetheirchildreninthefamily.Itisaone-wayprocess.Thefamilyeducationinthisarticlereferstofamilyeducationinanarrowsense.Familyeducationhasitsowncharacteristics.Itisakindofinformaleducation,whichhasthemostprofoundinfluenceonchildren.Familyeducation,schooleducationandsocialeducationarethethreebigandindispensablepropsofeducation.Thethreenotonlyrelateandorganicallyunifytogether,butalsomutuallyinfluence,affectandrestrictoneanother.Familyeducationistheeducationfromparents（thefirstoneisfatherandmother）tothechildreninfamilylife.Accordingtothemodernidea,familyeducationincludes:theguideandinterplaybetweenfamilymembers（includingparentsandchildren,etc.）;theeducationfromthehiredspecializedhome-teachingteacherstochildren.InEnglish,itiscalled“homeeducation”，“familyeducation”，and“teachinginhome”.Inshort,familyeducationmeanstutor.Thegoaloffamilyeducationshouldbe:togiveyourchildhealthyphysicalandmentaldevelopmentbeforeheorsheenterskindergarten,preparethemwelltoacceptcollectiveeducation（schooleducation），andgetthemreadybothmentallyandphysicallytoparticipateinsocialactivities.Afterchildrenenterkindergartensandschools,familyeducationcoordinateswithkindergartenorschooleducationtoachievecomprehensivedevelopmentofchildreninbody,morality,habitsandintelligence.Familyeducationfocusesonmoraleducation,cultivatinggoodmoralqualityanddevelopinggoodbehavioralhabits.Thebehaviorincludes:livinghabits,workhabits,learninghabits,etc.Inaword,familyeducationisteachingchildrenhowtobeaman.Familyeducationislifelongeducation,whichbeginsfromthebirthdayofchildren（oreventhefetalperiod,whichwecallfetaleducation）Infantperiodoffamilyeducationis"thebeginningofaman’seducation,thuseducationduringthisperiodplaysabasicroleinaperson'slife.Asfamilyeducationoccursinthefamily,comparedwithkindergarten,schooleducation,andsocialeducation,ithasseveralparticularfeatures.Thesefeaturesmakefamilyeducationbecomethestartingpointandbasicpointofpeople’slifelongeducation.Ithastheadvantagesoverothertypesofeducation.Familyeducationisapartofcomprehensiveeducationandisthefoundationofschooleducationandsocialeducation.Afterchildrenentertheelementaryschoolandmiddleschool,familyeducationalsoworks,whichprovidesthesupplementandextensionofschooleducation.Generallyspeaking,thefirstthreeyearsofdevelopmentafterthechildisborn,togetherwiththepreschoolperiod,fromtheageofthreetosixyearsoldarecalledearlyeducationstage,whichistheimportantperiodforperson'sphysicalandmentaldevelopment.Earlychildhoodisthestartoflife’sgradualinfluence,andmanybasicabilitiesareformedatthisage,suchaslanguage,thebasicaction,somehabitsandcustomsandsoon.Thepersonalityisalsograduallyformed.AmericanpsychologistBloomconsidersthatifwecountaperson'sintelligencelevelat17as100%，then4yearsoldreaches50%.Thislevelincreasesby30%whenonereaches4-8yearsold,andanother20%whenonebecomes8-17yearsold.Wecanseethemostrapidgrowingperiodofintellectualdevelopmentisaround5yearsold,thusthebestearlyintelligencedevelopmentperiod.Childrenwithgoodfamilyeducationduringthisperiodwillgetthebestearlyintelligencedevelopment.Thesecondcharacteristicoffamilyeducationiscontinuity.Afterchildrenareborn,theyspendalmosttwo-thirdsoflifetimelivinginthefamily,dayandnight,acceptingtheparents'education.Thiskindofeducationisdoneintentionallyandunintentionally,consciouslyandunconsciously.Nomatterinwhatwayandatwhattimeforeducation,familymembersaffecttheirchildrenbytheirownwordsandbehaviors.Thiskindofeducationforchildren’slivinghabits,moralconduct,manner,etc.iskeptinfluencing.Itisnevertoooldtolearn,sosomeeducatorscalledparentstenure.Thiskindofpermanenteducationoftenreflectsafamily'stradition.Thestandorfalloffamilytraditionwilllastforseveralgenerations,morethantengenerations,andevendozensofgenerations.Thethirdandlastcharacteristicoffamilyeducationisintimacy.Thepresenceoffamilydeterminesthebloodrelationship,raisingrelationshipandemotionalrelationshipbetweenparentsandchildren.Childrenhavealotofdependenceonfamilyinmoralandmateriallife.Thenatureandosculationofbloodrelationshipandgeneticrelationshipbetweenparentandchildmaketheparents'laughter;anger,sorrowandhappinesshaveastrongroleofinfectionforchild.Childrenoftengotthemessagefromparents'wordsanddeeds.Indealingwithrelationshipandproblemshappenaround,childeasytoresonatewithparentsattitudes.Parentsuseintimacyreasonablyisveryhelpfulforchildren'smoralcharacterandbehaviors,especiallyforinfant.Becauseparentsplayadualroleinchildren'schildhood:theprotectorofchildren'ssafety,theenlightenmentguideoflife.Fathersandmothersshouldfirstcoordinateintheattitudeofeducation,andcooperatewitheachother,establishingakindanddignifiedimageinfrontofchildren,makingchildreneasytoaccepttheparents'education.Whenparentsarehappy,childrenwillalsofeeljoy,whileparentsshowupsetandunhappy,children'semotionsarealsovulnerabletoinfluence.Ifparentslackofrationbutemotionalandgrumpy,childwillblindlyabsorbthoseweaknesses.Whenparentsdealingwithsomesuddenemergencies,showingalarmedandunprepared,childrenalsogetbadinfluences;ifparentscalmandsteady,alsocanmakechildrenstaycalm,sothatwillplayapositiverolefortrainingchild’spsychologicalquality.AsaChineseoldsayingputs,“Nooneknowsasonbetterthanhisownfather,andsodoesamothertoherdaughter.”Parentsstaywiththeirchildrenonadailybasis,knowingeverythingabouttheirchildrenevensomesubtlechangessuchasalookandasmile,sotheycanunderstandthepsychologicalstatusoftheirchildrenaswellasproblemswhichshouldbecorrectedintime,avoidingbadhabitswhenit’semerging.Hence,familyeducationofparentscannotonlycontributetotheformationofchildren’sgoodbehaviorhabits,butalsolayasolidfoundationforthecomingeducationandprotectkidsaswell.2.3ComparisonoffamilyeducationbetweenChinaandtheUnitedStates2.3.1TheconceptoffamilyeducationbetweenChinaandtheUnitedStatesFamilyeducationisthecoreoffamilyeducation,whichdecidesthepurposeofeducation,whichdeterminesthepurposeoffamilyeducationinChinaandtheUnitedStates.TheideaofAmericanfamilyeducationisthat,firstofall,thechildrenarenotrandomlydominatedbythewishesoftheirparents,andthechildrenareregardedasthepublicpropertyoftheirparents.Secondly,parentalrearingofchildrenhasaperiodoftime,andchildrenlearntoliveindependentlyafteradult.TheconceptofChinesefamilyeducationisthat,firstofall,parentsarewillingtodominatetheirchildrenaccordingtotheirownwillingnessandregardtheirchildrenastheirownprivateproperty.Secondly,parentsarenoperiodofcustodyofthechild,thechildbornfromadulttomarryandsettledownaftertheparentshavetheresponsibilityandobligationtotakecareofthechildren.Bycontrast,thereisasignificantdifferencebetweenChineseandAmericanfamilyeducationconceptinchildren'sattributionandchildmaintenanceduration.ThisleadsdirectlytothedifferencesbetweenChineseandAmericanfamilies.IncontrasttotheUnitedStates,Chineseparentshaveaverydifferentattitudetowardstheirchildren'sfamilyeducation.InChina,mostparentsasktheirchildrentobe"obedient".Theso-calledobedienceisthatparentsprepareeverythingfortheirchildren,whichiswhythesameChinesefamiliesdoalottotheirchildrenbutitishelpless.Inourfamily,parentshavetoomanyrestrictionsontheirchildren'slife,andchildrenhavelittleopportunitytolearnfromtheirdailylifeandtheyarelackofexperience.Inaddition,inmostcase,theinfluenceoftraditionalculturedependentrelationshipbetweentheparentsandchildren,respecttheirparents,filialpiety.However,intheUnitedStates,parentshavenorighttodecideandrestrictchildren'sbehavior.Theyaretheirownowners.Americanparentswillprovidenecessaryhelp,butinmostcases,decisionsareinthehandsofchildren.（1）Differencesinthecultivationofchildren'screativity.InChina,parentsrarelypayattentiontothecreativityoftheirchildren,evenwhentheyareyoung.Parentswanttheirchildrenwithconservativerules,strictwithoneself.Becausetheyfearthattheirchildrenwillbedifferentfrom"ordinarypeople"，theyrefusetodoanythingcontrarytonormal.ThebehaviorofchildrentodismantletheremotecontrolwillnotbeblamedbytheirparentsintheUnitedStates.Sometimes,ifchildrencan'tdothat,theywillrepairtheremotecontrolwiththeirchildren,orevendemolishthechildrenagain,butchildreninChinawillbecriticized.（2）Differencesinthecultivationofchildren'sinterests.IntheUnitedStates,children'sinterestsderivefromtheirlives.Parentswillnotinterferetheinterestsgoodorbad.Theydon'tmakedecisionstoarrangewhatchildrenshouldplay,butconformtothenaturalstateofchildren'sgrowthandenablethemtogrowunrestricted.Theyonlycareaboutwhatkindofpeopletheycanbe,andwhethertheycancopewiththedifferentcircumstancesanddifficulties.Theythinkthatchildrenareindependentpeopleandhavetheirownuniqueinterestsandfuture.Chinesechildreninthegrowthprocess,alwaysbeingaskedtodothingsbeyondtheirage,children'slearningisthemostimportantthing,inadditiontoparentsconcernedaboutthechild'slife,istoletthechildrentolearn,throughtheeffortsofparentsandchildrenadmittedtotheidealuniversity,chooseagoodprofessionaltoeasetheemploymentpressureinthefuture.2.3.2ThepurposeoffamilyeducationbetweenChinaandAmericaThepurposeoffamilyeducationistogovernthedirectionofthewholefamilyeducation,andthepurposeoffamilyeducationdeterminesthecontentoffamilyeducation.Americanfamilyeducationisthechildintoa"socialman"，"socialperson"withnormalexistenceandabilityofsolvingproblemsindependently,thepurposeoffamilyeducationismoreaccordwithsocialreality,aroundthepurposeoffamilyeducationofchildrenforpersonaldevelopment,isunidirectional.Specifically,intheUnitedStates,parentswillnotinterferetoomuchintheirchoiceofchildren,encouragechildrentodowhattheylike,andencouragechildrentoacquirewealthbytheirownefforts.ThepurposeofChinesefamilyeducationistocultivatechildrenintoa"talent"."Talent"hasabrightfuture,goodworkandhighincome.ThegoalofChinesefamilyeducationishigh,andthepurposeoffamilyeducationistolinkthefamilydevelopmentwiththeindividualdevelopmentofthechildren,whichistwo-way.ThespecificperformanceintheChineseparentsforchildrentoarrangeagoodwayforthefuturedevelopment,fromasmalltoalargedemandforchildrentostudycarefully,toerasethenatureofthechild.Throughcomparison,itisfoundthatthereareobviousdifferencesinvalueorientationandemphasisoffamilyeducationinChinaandtheUnitedStates,whichdirectlyleadstothedifferenceinthecontentoffamilyeducation.2.4FamilyeducationcontentbetweenChinaandAmerica2.4.1KnowledgeeducationAmericanknowledgeeducationfocusesonsocialsurvivalandpracticalabilityeducation,includingtheabilitytosurvive,practiceandfinance.ThecultivationofsurvivalabilityshowsthatAmericanparentspayattentiontothecultivationofchildren'sadventure,thespiritofadventure,andtheabilitytoteachtheirchildrentoliveinlife.PracticalabilityisreflectedintherightofparentsintheUnitedStatestogivechildrenfreedomtochoosetoenterschool,getemploymentandmakefriends.IntheUnitedStates,parentsdecidetoactasaviolationofchildren'srights,whichissubjecttolegalsanction.Americanfamiliesbelievethatfinancialmanagementisdirectlyrelatedtothefuturefamilyhappinessandcareersuccessofchildren.Theycallfinancialeducation"thehappinessplanstartedfromtheageofthree"，andthecultivationoffinancialmanagementabilityisoneoftheimportantcontentsoffamilyeducation.Chineseknowledgeeducationfocusesonculturalknowledgeeducation,culturalknowledgeeducationisdividedintoschoolcultureknowledgeeducation,utilitarianknowledgeeducation,andtraditionalcultureeducation.Firstofall,Chinaregardsfamilyeducationasacontinuationofschooleducation.Childrenfinishhomeworkafterschool,andaskparentstosigntoconfirmtheirhomework.Secondly,someparentsknowtheirchildren'sculturalknowledgeisweak,whethertheylikeitornot,choosetraining（art,music,sports,etc.）totrainhighschoolanduniversity.Finally,Chineseparentspayattentiontochildrenofhumility,respecttheagedandtakegoodcareofchildrentraditionalcultureeducation.2.4.2CharactereducationThepurposeofcharactereducationistocultivatechildren'slifelongbenefits.ThecharactereducationintheUnitedStatesisintegratedintothepursuitofindividualitypublicityandfreedom.Itiscalledindividualizedcharactereducation.Ruth.Basedhassummarizedthesuccessfulcharactereducationasseven"E"：Right,validity,extendedtothecommunity,penetration,participation,cognitionandevaluation.InAmerican,parentscouldtoleratechildren’snaughtyandwhimsy,andcreatetheatmosphereforstudents’personalitydevelopment.Parentstakeanactivepartinthetrainingofchildren'scharactereducationandthecommunityactivitieswiththeirchildren.ThemostprominentfeatureofpersonalityeducationintheUnitedStatesisconfidenceeducation.Nomatterhowachildlookslike,hisorherfaceisfullofconfidentsmiles.Chinesefamilycharactereducationmainlyincludestwoaspects:characterandbehaviorofchildrenwithgoodmorality.Goodmoralitymeanstobepolite,respecttheaged,lovetheyoungandrespectteachers.Goodhabitsiswhenparentstellyouwhattodo,youjustsimplyfollowtheircommand,nottoaskthemwhytheybelievethatisthebestdecisionandgettheirperspective.Forexample,enteringthekeyhighschoolistheonlygoalinjuniormiddleschoolstageandenteringthekeyuniversityistheonlygoalinhighschool.Anythingthataffectslearningisnotallowed2.4.3Skillseducation Skilleducationreferstoimprovingchildren'smentaladaptabilitybystrengtheningtheabilityofchildrentosolveproblemsandreducingtheinappropriateandineffectivestrategies.Withthecomingoftheinformationage,TheUnitedStatesoffersacoreof21st-centuryskillseducation,includinglifeandworkskills,learningandinnovationskills,informationandmediatechnologycapabilities.TheChineseskillseducationincludeshowtolive,

learnto

studyand

learnto

conductoneself.ThedifferenceoflifeskillseducationbetweenChineseandAmericanfamilyeducationinAmericanparentswouldtalkaboutrationaleducationandchildren'sknowledge,anAmericanfamilyfoundationsurveyshowsthat44.5%ofAmericanparentshadtalkedaboutsexeducationwiththeirchildren.Onthecontrary,Chineseparentsseldomtalkaboutsexeducationwiththeirchildren,andchildrenareshytohearaboutsexeducation.2.5FamilyeducationinChinaandtheUnitedStatesCulture

determines

the

content

and

way

of

reference

ofthe

languageandtherearedifferencesinthewaythatAmericanandChinesehouseholdsareeducation.TheUnitedStatesadvocatesdemocracy.Familyeducationismainlybasedonequalanddemocraticfamilyeducation.Itmainlyshowsthatchildrenaretreatedequallyasfamilymembers,parentsrespectchildren'shumanrightsandchoices,andchildrenhaveabsoluterighttochoose.Therefore,theparentsoverindulgetheirchildren,causingtheAmericanchildrentobeself-centered.FamilyeducationinChinamainlyadoptstaming,persuasionandothereducationalmethods,highlightingtheabsoluteauthorityofparents,andadoptingtwoextremewaystooverindulgeortoosevereinchildren'seducation,ignoringtherealideaofchildren'sheartandmakingdecisionsforchildren.UnderthecaseoftheChineseandAmericanfamiliesabouttheappleinchildhood,thedifferenceinfamilyeducationbetweenChinaandtheUnitedStatesisintuitivelyfelt.OneprisonerinChineseprisonwrote:onedayasachild,mymotherbroughtusseveralbigredapplesindifferentsizes.Mymotheraskedmeandmybrothers:whichonedoyouwant?IwastryingtosaythatIwantedthebiggestandmostredone,whenmybrothersaidthathewantedthemostredone.Motherreproachedhisbrotherandsaid,"agoodchildmustlearntobemodestandgivegoodthingstoothers."Ithoughttomymother,"Iwantthesmallestone,andleavethebigonetomybrother."Themothergavemeaveryhappykissandrewardedmewiththeredandbigapple.IthenrealizedthatlyingisagoodwaytogetwhatIwant.Laterinmylife,inordertogetwhatIwanted,Ilearnedtofight,steal,andgrab.Untilnow,Iwassenttoprison.AfamouspersonfromtheWhiteHousewrote:onedaywhenIwaschild,mymotherbroughtusseveralbigredapplesindifferentsizes.Mothertookthebiggestandmostredapple,andweallwantedto,butmothertoldus,"Ihaveonlyoneofthebiggestandmostredapples."Whocanprunethelawnofthedoorbest,whocangetthebiggestandmostredapple!"Motherletmeunderstandthetruth:hard-workingistheonlywaytogetwhatyouwant.Ascanbeseenfromthecase,differentfamilyeducationmodelsledtodifferenteffectsonchildren'sgrowth.Because

oftheinfluences

ofmany

aspects,familyeducationinChinaandtheUnitedStatesisquitedifferent.3.ThereasonsforthedifferencesbetweenChineseandAmericanfamilyeducation3.1HistoricalbackgroundThedifferenceinhistoricalbackgroundisthepreconditionforthedifferenceineducation.TheshorthistoryoftheUnitedStatesandtheimmigrantcountriesarelessinfluencedbytheoldfeudalideologyandculture.Americancitizensaremorereceptivetothenewideasgeneratedbythecollisionofmultiplecultures.Americancitizensaremorelikelytoacceptthenewideaofmulticulturalimpact.IntheAmericanfamilyeducation,theeducationalconceptandcontentcloselyfollowthepaceof这只是thetimes,andpayattentiontothecultivationoftheinnovativespiritofthechildren.ThelonghistoryofChinaisdeeplyinfluencedbythefeudalideology,thefeudalideology,suchasoldandconservative,andisrootedintherootsofthefeudalideology.ItisreflectedintheChinesefamilyeducationfromtheChinesefamilytocultivatetheobedientandobedienttalents.Chinahasalonghistory,andeducationcanbetracedbacktotheperiodofthespringandautumnandWarringStatesperiodmorethan2000yearsago.Inancienttimes,familyeducationwasveryearly.ItwasinfluencedbyConfucianeducationalthoughts.Familyeducationwasbasedon"benevolence"，"filialpiety"and"rite".Inthefamily,theparentsdominate,andthechildrenaremorestrict.TheUnitedStatesisanationofimmigrants,thecountriesbearingsplendidculture,althoughthehistoricalbackgroundisshort,butitlookslikeahugeculturalmeltingpot,thefusionofmanydifferentcultures,differentculturesbringfreshideas,differentculturehasdifferentchallenges,sopeoplearemoreadeptatinnovationandadventure.3.2SocialnatureThedifferenceinsocialnatureisthemainreasonforthedifferenceineducation.TheUnitedStatesisadevelopedeconomyandfiercecompetition,andthepursuitofpersonalinterests.The

ultimate

embodiment

inthefamilyeducationoftheUnitedStatesistorespecttherightsofchildren,Thechild'spersonaldevelopmentencoura