家庭教育外文翻译-- 中美家庭教育的跨文化研究

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1、 1 2450 单词， 13600 英文字符 ,4700 汉字 外文翻译 The Cross-culture Research Between China and American Family Education Wang Jing Abstract： Family, which is the first Place for the children to receive initial education， plays an essential role China and America have remarkable differences m family education so，

2、 right understanding and drawing lessons from advanced foreign education methods are of great realistic significances to facilitate the healthy growth of children and to enhance the quality of future talent Key words： family education； similarity comparison； View on cultivating children l. Introduct

3、ion Along with the end of Chinese calendar tiger year， at the beginning of 2011，there is a spread of debating on “tiger mother” phenomenon in the east coast of USA which has raised media storm and fierce debates in the US A prepublication excerpt in the Wall Street Journal (titled “Why Chinese Mothe

4、rs Are Superior” reports the extracts of a new book written by a self-de -scribed Chinese descent on her super-strict parenting ”Battle Hymn of the Tiger Mother” Chinese mother ”refers to the different method “cultivating children in the western concept， considering Western parents are tenderhearted

5、 to their children， benefiting childrens future development by exact Chinese strict parenting Some American readers comment that Amy Chuas behavior is maltreating children, causing Asian people having less creativity While some American parents express that they are also ”tiger father of tiger mothe

6、r， and western people should draw lessons from these strict parenting methods I think there is a need of analysis and comparison on family education mode in two different social background China is a country with a long history， splendid civilization and rich cultural inheritance, among which the fa

7、mily education theory id indispensable. Early in the Wei, Jin and Northern and Southern Dynasties, the first series of family education monographs appeared. As time goes by, the rise in living standard has wakened our awareness of importance of family education. Since Chinas reform and opening-up, t

8、he worldwide concern with education has been up to an unprecedented level. As the primary stage of education, family education has been greatly developed both in practice and in theory. The increasing practice in family education offers rich experiences to its theoretical study and put forward highe

9、r requirements as well. Many problems about family education have been emerging in China with rapid economic development in society and emergence of a 2 large number of only-one-child families. While exploring educational theories, many educators attempt to solve these problems by referring to the f

10、amily education systems of developed countries. Today, international competition becomes increasingly fierce, and this competition is that of human quality and talent cultivation. We all know that the first place of talent cultivation is the family, in a sense； talent competition can be viewed as th

11、at of the ability fir parent to cultivate children. Although family education has aroused he attention of all walks of life. Especially educational fields in family education there still exists long-standing mistakes ideas, which do harm to the development of good quality for younger generation. The

12、refore, drawing lessons from vigilant and valuable practice of family education in other countries can help us get rid of the long-standing mistakes ideas. This thesis tries to compare the relevant aspects of family education between China and American, to put forward the enlightenment of educationa

13、l reform in family education in China. We cannot say that people brought up in American families are ideal people, but the advantages of their family education are exactly what ours lack 2. About Family Education 2.1 The characteristics of family education The family is the first as well as the last

14、 school of mankind. Everyone is receiving education and participating in education activities, consciously or unconsciously during his whole life. Family education influences individuals most profoundly and lasts the longest. Unlike the ordinary school which is an educational institution, the family

15、 is a “special school”； therefore, family education has its own characteristics. 2.2 The aims of family education Family education aims to: First, help children understand life and society, enrich their experience and lay the foundation of their future independent life , or , to be more specific, ma

16、ster the basic lives skill and understand and obey the basic social regulations. Second, help the children have a healthy personality, which includes their creativeness and abilities of thinking by themselves so that they can face difficulties and solve problems. Third, develop childrens morality, i

17、ncluding self-respect, self-love, confidence, accepting the multicultural society and appreciating culture and art. Fourth, help the children have a healthy body, including knowing their own bodies, mastering exercise skill and having good living habits. Fifth, to guide children in their acquisition

18、 of knowledge, including their curiosity for learning and their basic ability of mastering and applying knowledge. 2.3 The importance of family education The family is the “first environment” for the young to contact. Observe society, and acquire knowledge. It is said that first impressions are the

19、most lasting. The 3 foremost experience and initiative coming from family education influence the personal development of a young person profoundly. The living habits, language development. Behavior mode, morality and personality of the children all relate with this first environment closely. Being

20、capable of thinking and acting independently, the family served as a filter that helps children acquire the right value. The varies influence from other education forms are chosen and absorbed in reference to the knowledge acquires fro, the family at the early age. 3. Differences between Chinese and

21、 American Family Education 3.1 A comparison between family education results Different education aims, contents and methods may lead to different results. We can catch a glimpse from the results of the two countries family education. Generally speaking, the characters of A American children and teen

22、agers are active, cool-headed, easy-going, independent, bold, creative and sociable. From 18 years old, most of them are independent of their families and support themselves by taking part-time jobs. They have market-oriented brains and they participate in the management of money matters and have th

23、e competence of communicating with customers. In a word, they are mature n the non-intelligent aspects, being competitive and able to adapt themselves to new surroundings. Meanwhile, Chinese children, even college students, are superior in grade points. However, they show a negative tendency in thei

24、r characters: passive, timid, dependent, etc. In a word, they lack the ability to adapt themselves to new surroundings. Such personalities are closely related with our degree-oriented society. Children are expected to be hardworking at their studies in the universities rather than to be trained in s

25、ociety. Which of the education results can be accepted by modern society? Obviously, American family education can train children with creativity and ability to adapt to new surroundings better. What Chinese family education is training are docile scholars who are the result of the examination-orien

26、ted education. 3.2 A comparison between family education objectives Family education objectives impose restrictions on its orientation and decide its overall results. Therefore, they form the core of family education and the basic cause for the difference between the two countries in family educatio

27、n. What are the differences of the two countries family education objectives? Or what are the differences between the expectations that parents have in the two countries? The objective of American family education is to raise children as social people who are able to conform to the different surroun

28、dings and being independent. Being social people is not just the whole thing； it is a basic and essential requirement, so the parents can easily develop the active elements in the children characters to the greatest degree. In this case, children can realize their own personal worth without considering the utilitarian objectives, such as high academic degrees and well-paid jobs. Actually, this type of education always produces unexpected results. On the other hand, guides by this objective, children are trained to be more independent in