从《叫我第一名》和《孔雀》看中美家庭教育的差异 .docx

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1、ContentsChinese Abstract2English Abstract31.Introduction42.Literature Review52.1 An Overview of the Studies on Intercultural Communication Theories52.2 An Overview of the Studies on Hofstedes Cultural Dimensions Theory62.3 Domestic Studies on Chinese and American Family Education72.4 Foreign Studies

2、 on Chinese and American Family Education73.Contrast ofFamily Education betweenChina and the US83.1 Different Parenting Goals 83.2 Different Teaching Contents103.3 Different Family Educational Strategies 124. Lessons from American Family Education Experience134.1Change the Purpose of Family Educatio

3、n134.2 Enrich the Family Education for Children134.3 Broaden Family Education Methods145. Conclusion14References15从叫我第一名和孔雀看中美家庭教育的差异 摘 要家庭教育在国民教育中起着非常重要的作用，中国自古以来就有良好的家庭教育传统美德，例如孝敬父母，诚实守信，勤劳节俭等。而当前美国家庭教育的思想也传入中国，中国家长在对待传统的中国家庭教育与现代的家庭教育思想时，表现出了无所适从。中美两国的家庭教育各有自己的特色，对比中美两国家庭教育的差异，分析中美两国家庭教育的特点，可以更好地

4、了解中美两国家庭教育的本质和精髓。本文基于电影叫我第一名和孔雀，分析、梳理和勾勒出电影中体现的中国和美国家庭教育情况,力图使读者对中美家庭教育有一个初步认识，尽可能理性、客观地对中美两国家庭教育在目的、内容和策略上的差异进行分析和比较，指出了美国家庭教育值得学习和推广的经验。关键词：叫我第一名；孔雀；家庭教育；差异 Differences between Chinese and American Family Education from Front of the Class and PeacockAbstractFamily education acts an extremely impor

5、tant role on national education. Since ancient times, China has had the virtues of filial piety, honesty, diligence, thrift and so on. After the modern American family education ideas were introduced to China, Chinese parents have shown discomfort in dealing with traditional and modern family educat

6、ion ideas. Both have their own strengths. Investigating the differences in family education between China and the United States, and exploring the deep-seated reasons for the differences in family education between China and the United States can better understand the essence of family education bet

7、ween China and the United States. Based on the films Front of the Class and Peacock, this paper analyzes, sorts out, and outlines the family education in China and the United States reflected in the film, trying to make readers have a preliminary understanding of Chinese and American family educatio

8、n, as rational and objective as possible. This paper analyzes and compares the differences in the purpose, content and strategy of family education between China and the United States, and shares the experiences worth learning and promoting in American family education.Keywords: Front of the Class;

9、Peacock; family education; differences1. IntroductionNowadays, Chinas film industry and Americas film industry are both developing promptly, and many excellent films in both countries have received countless praises. Among them, Call Me First and Peacock are two films with high box office. The theme

10、 of both movies is about family education. The film Front of the Class is an emotional and inspirational film produced in the United States in 2008. Built on the real story of Brad Cohen, fighting the disease of Tourette syndrome stubbornly. However, Bled did not let the follow-up sickness defeat hi

11、m. He went to ordinary elementary and middle schools like other normal children until he came out of college. Despite all the frustrations, he finally realized his dream of growing up to be a teacher and harvested career and love. This film embodies the way of education in American families, telling

12、 us to treat our dreams and pursue them hard, and to make our own efforts to prepare perseverance, and only the unyielding spirit can realize the dream. Peacock is a typical Chinese-style family education work. This film tells the story of three sisters from a family of five in a small northern city

13、 in the 1970s and 1980s. The atmosphere of the film was depressed, dull and sad. Mom and Dad were ordinary workers with three children. The eldest of them is Gao Weiguo who was considered mentally handicapped (or stupid) because of encephalopathy as a child; the other was a sister, Gao Weihong, who

14、was about 20 years old, thin and handsome, and looked quiet, but with a strong heart and a Puritan temperament; younger brother Gao Weiqiang who was sixteen-year-old, sensitive and melancholy, too rich inside, makes people elusive.This thesis compares the similarities and differences between Chinese

15、 and American family education through the characteristics and the status quo of family education, and finds the deficiencies in Chinas family education process, breaking through the barriers of Chinese family education concepts. Drawing on the essence of the American education system, and hope to p

16、rovide practical suggestions for the improvement of the Chinese family education system.As we all know, family education is an important part of education. Whether for individual development or for the progress of the whole society, family education has its irreplaceable important role. In view of t

17、he importance of family education, educators from all over the world have always paid great attention to family education. What and how to teach in family education has become a discipline and art that people have studied in depth. The author chooses family education as the research topic of graduat

18、ion thesis, because of its importance on one hand, and personal interest on the other. In the process of studying family education, the author faces many problems and confusions. Therefore, studying the issues related to family education is also a good learning opportunity for the author.Chinese cul

19、ture has a long history and has formed a cultural tradition dominated by Confucian culture. The United States is a new country with a history of only two hundred years. Its dominant culture is deeply influenced by Protestantism. The cultural differences between the two countries are profoundly refle

20、cted in the differences in peoples values, such as group-based and individual-based consciousness, different views on success and family. Education has had a profound impact. Examining the differences in family education between the two countries and exploring the deep-seated reasons can help us bet

21、ter understand the nature and essence of family education.2. Literature ReviewThe studies on family education has a long development history in the world. Different cultural basis make each country form its own family education tradition and construct its own characteristic family education theory s

22、ystem. For Chinese, the hexagrams in Zhouyi, such as Family, Jian, Gu and Jie, were the first to talk about family problems, including family education. A great of specialists and scholars abroad also have carried out a long term research on this. For example, Charlotte Mason, the mother of British

23、family education, devoted her whole life to the study of childrens development in Charlotte Mason Family Education Series, integrating school, family and social environment into an educational system.2.1 An Overview of the Studies on Intercultural Communication TheoriesIntercultural communication re

24、search began in the United States in the 1950s.Chinas Intercultural research began in the 1980s and has gradually become an important topic. He Daokuan formally introduced intercultural communication to Chinese foreign language academic. He Daokuan and Yan Zhuang (1986) pointed out that cultural dif

25、ferences often cause two types of mistakes: the first is the mistake of language itself, and the second is the mistake of social pragmatics. Lin Dajin (1996) put forward his own views based on D. Hymes theory. He believes that Intercultural communicative competence can be explained from three levels

26、: behavior, knowledge structure and moral ethics. A successful communicator should have decent and effective behavior, relevant language, culture and knowledge to gather information and excellent psychological quality, and should have a moral outlook that respects each other and is willing to accept

27、 cultural differences. In 1956, Chomsky in his article Aspects of the Theory of Syntax first proposed the concept of “language ability” and defined it as “an ideal users knowledge of his language”, emphasizing the rules of language use. However, the use of language is inseparable from social culture

28、. In 1967, American social linguist Hymes first adopted “communicative ability” to criticize Chomsky. He believed that Chomskys definition of “ability” had limitations. Hymes (1972) proposed four components of communicative competence: possibility, feasibility, appropriateness and expressiveness. Am

29、ong them, appropriateness emphasizes that language use should conform to specific social and cultural contexts. In 1959, Hall first applied the concept of cross-cultural communication, and made an in-depth analysis of verbal communication behavior, so this book became the pioneering work of cross-cu

30、ltural communication (Dai Xiaodong, 2011). After that, many scholars continued to explore in this field. After half a century of intercultural communication, the theoretical framework became more and more clear and full, and gradually became an independent discipline.2.2 An Overview of the Studies o

31、n Hofstedes Cultural Dimensions TheoryHofstedes theory of cultural dimension is a framework put forward by Dutch psychologist Hofstede to measure cultural differences between different countries. He holds that culture is a psychological process of human beings in a kind of environment, which can dis

32、tinguish different groups.He summarizes the differences between different cultures into six basic dimensions of cultural values (Zhan&Zhang, 2015) as follows: 1. Power Distance; 2. Uncertainty Avoidance; 3. Individualism versus Collectivism; 4. Masculinity versus Femininity; 5. Long-term versus Shor

33、t-term); 6. Indulgence versus Restraint. Power distance involves the acceptance of unequal distribution of power in society or organization by people with low status. Uncertainty avoidance refers to whether a society can avoid and control uncertainty through normal channels when facing uncertain eve

34、nts and unconventional environmental threats. The dimension of individualism and collectivism is to measure whether a society as a whole cares about individuals or collective interests.The individualism and feminization dimensions mainly depend on whether a society represents more male qualities suc

35、h as competitiveness and autonomy, or on behalf of female qualities such as modesty, caring for others, and the definition of male and female functions. The long-term orientation and short-term orientation dimensions refer to the degree to which members of a certain culture can accept the delay in f

36、ulfilling their material, emotional, and social needs. The dimension of self-indulgence and restraint refers to the allowance of a societys basic human needs and desire to enjoy life and enjoyment.2.3 Domestic Studies on Chinese and American Family EducationAlthough family education has aroused wide

37、spread concern from all circles, in particular the educational field. However, it is still a weak link in China. Chinese educators have conducted long-term researches on this issue and learned from other countries. For example, Huang Quanyu (2001)s Family Education in the United States introduces th

38、e different approaches of Chinese and American parents in cultivating their childrens interests and encouraging their creativity. The book Chinese Westerners and Their Children by He Ping (1997), educates Chinese and Westerners on childrens moral cultivation, survival and environmental awareness, cu

39、ltivation of creativity, concept of talent, and how to love children, providing a lot of things for family education in China. The Scientific Method of American Parent Tutoring compiled by Chen Xi (2002) systematically introduces American parents common practice on issues such as developing their ch

40、ildrens intellectual potential, activating their childrens curiosity, opening up their imagination and creativity, and cultivating their confidence, responsibility and compassion .These will allow readers to have a comprehensive understanding of the concepts and methods of American family education.

41、2.4 Foreign Studies on Chinese and American Family EducationThere has been a long history of family education research. Many foreign experts and scholars have conducted researches in this field and built a unique theoretical system. For example, in Your Childs Development by Lansdown Richard (2004),

42、 the author pointed out the general characteristics and general laws of childrens growth. This article revolves around such a theme from beginning to end “lifelong and comprehensive developmental psychology”, that is, the growth of any child is a combination of local and contemporary humanities, nat

43、ural and social environments. From this point of view, the author understands the growth of children as a highly social process, discusses the laws of childrens psychological and physical changes in this process, and proposes detailed homeschooling solutions.This part primarily compares and analyzes

44、 the domestic and foreign research and correlation theories about family education between China and the United States. There are some differences in the definition of family education in academic circles at home and abroad. Moreover, the definition of the concept of family education in the domestic

45、 academic community focuses on the definition of the relationship between the main body of education-parents and children, that is, to solve the problem of “who influences who”. Different from China,the United States lay emphasis on solving the problem of “what family education can teach family memb

46、ers is mainly children”. Above all, the ideas and methods proposed by the scholars of the two countries have greatly contributed to the family education.3. Contrast ofFamily Education betweenChina and the USIn both films, we can feel that the parents of China and the United States have the same love

47、 for their children. They all wish their children to live well, but owing to different cultural background and consciousness, there are many differences in the way they educate their children. 3.1 Different Parenting GoalsThe goal of family education guides the direction of the whole family educatio

48、n, for it determines the whole contents of family education. The goal of American family education is to train the child into a “social person”（Ebata, 2004）. The purpose of family education revolves around the personal development of children. The specific manifestation is that American parents will not interfere too much with their childrens choices; whereas they inspire children to do what they love, and to make their fortune with