日本人的一生—围绕压力的一生-商务日语-应用本科学位论文.doc

《日本人的一生—围绕压力的一生-商务日语-应用本科学位论文.doc》由会员分享，可在线阅读，更多相关《日本人的一生—围绕压力的一生-商务日语-应用本科学位论文.doc（15页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、中国某某信息学校学生毕业设计(论文)题 目： 日本人的一生 围绕压力的一生 姓 名 ： 000000 班级、学号 ： 0701班、30号 系 (部) ： 经济管理系 专 业 ： 应用日语 指导教师 ： 000000 开题时间： 2009-6-4 完成时间： 2009-11-10 2009年 11 月 10 日13目 录毕业设计任务书1毕业设计成绩评定表2答辩申请书3-4正文5-16答辩委员会表决意见17答辩过程记录表18课 题 日本人的一生围绕压力的一生 一、 课题(论文)提纲0.引言1、压力产生的原因2、教育的压力 2.1、压力形成的原因 2.2、压力的来源 2.2.1、社会压力 2.2.2

2、、压力来自家长 2.2.3、教师认真对待 2.2.4、同行的压力 2.2.5、负面影响3、工作压力 3.1、压力产生的多重原因 3.2、工作压力的现象 3.3、引发的社会问题4.释放压力的另类方法 4.1、说明书用漫画表示 4.2、白领喜欢毛绒玩具 4.3、喜欢扮可爱的根据众所周知，日本是一个认真的民族。他们的勤奋使一个战败的小岛国在短短二三十年间一跃成为世界经济第二强国。相对而言，他们如此巨大的成就背后也承载了令人难以向想象的压力。日本人一生集整个日本民族都生活在巨大的压力中。本论文详细的探讨了日本人的压力想象，他们的压力形成以原因，他们的压力来源于哪些方面，以及他们解压的方法。本论文从日本

3、的教育和工作来详细的分析日本的压力，探讨这两方面的压力的来源以及表现。对一个普通的日本人而言，这两方面的压力与他们的一生都秘密相关过。二、内容摘要三、 参考文献1 (日) 宇都宫大学. 宇都宫大学授业计书 S . 宇都宫大学.1999.2 吴中魁. 论日本21 世纪国家发展战略与教育改革J . 比较教育研究.2001 . (1) . 日本人的一生 围绕压力的一生0000 中文摘要：众所周知，日本是一个认真的民族。他们的勤奋使一个战败的小岛国在短短二三十年间一跃成为世界经济第二强国。相对而言，他们如此巨大的成就背后也承载了令人难以向想象的压力。日本人一生集整个日本民族都生活在巨大的压力中。本论文

4、详细的探讨了日本人的压力想象，他们的压力形成以原因，他们的压力来源于哪些方面，以及他们解压的方法。本论文从日本的教育和工作来详细的分析日本的压力，探讨这两方面的压力的来源以及表现。对一个普通的日本人而言，这两方面的压力与他们的一生都秘密相关过。关键词：教育压力、工作压力、释放压力1、压力产生的原因日本人有着强烈民族忧患意识，首先他们有来自生存环境的忧患意识，“国土狭小、环境恶劣、资源匮乏、地震横行”等等。这种忧患意识在日本无所不在，不少高收入的人在一滴水，一度电上精打细算。其次是来自内在社会的忧患意识，人口减少、老龄化；再如周边各国对日本所构成的外在压力，朝鲜的“核武”、韩国的“反日”、俄国的

5、“四岛”、中国经济的迅猛发展，都使日本难以安眠。日本在长期的历史发展中，大量吸收中国文化特别是儒家思想，结合自身的国情形成特有的文化传统。例如孔子“人无远虑，必有近忧”、孟子“生于忧患而死于安乐”的教诲等，似乎就是针对日本而言，使日本人受益极多，非常推崇。这种文化理念使日本的忧患意识不仅具有应对灾难等临时性事件的功能，而且逐渐成为日本民族独有的性格特征。2、教育的压力 日本已将许多世纪以来对教育的高度评价。 Despite its turbulent history and the vast changes to its educational system over the years, t

6、he importance of education has remained constant.尽管动荡的历史和巨大变化，是多年来教育体系，教育的重要性保持不变。 In Japan, it is hardly an exaggeration to say that school is the most important time in a childs life and that success (ie, academic achievement) is all that matters.在日本，可以毫不夸张地说，学校是在孩子的生命中最重要的时间和成功（即学业成就）的所有事项。 In 18

7、72, the Meiji government introduced a public educational system that made higher education accessible to anyone who was intelligent enough to qualify. 2.1、压力形成的原因1872年，明治政府推行的公共教育体系，使高等教育的机会，谁是聪明人不够资格。 The university entrance examination was created as a means of catching up with the West.高考是创建作为赶上西

8、方国家的手段。 The government also believed that the examination would reflect Japans meritocratic and egalitarian ideals.政府还认为，考试将反映日本任人唯才和平等的理想。 The entrance examination became the sole instrument by which all students were measured.入学考试成为唯一的手段，其中所有的学生的变化。 Tokyo University became the pinnacle of academic

9、 achievement and the gateway to future success.东京大学成为学业成就的顶峰和对未来成功的大门。 Only the most intelligent students were admitted and upon graduation were rewarded with the best jobs.只有最聪明的学生，毕业后进入了最好的工作回报。 Since then, many universities have followed suit.自那时以来，许多大学也纷纷效仿。 All the universities in Japan are ran

10、ked according to excellence and students are admitted on the basis of their performance on the entrance examination.所有在日本的大学排名是根据卓越和学生对他们在入学考试性能的基础上承认。 The university entrance examination is the gatekeeper that provides access to and ultimately deter, mines students future success and status.高考是看门人提

11、供了访问，并最终制止，地雷学生未来的成功和地位。 The university that a student attends is most often the sole criterion that employers consider in their decision to hire a potential candidate.该大学就读的学生是最常见的唯一标准，雇主在决定聘用一个潜在的候选人考虑。 The Japanese educational system places all its eggs in one basket-the university entrance exami

12、nation.日本的教育系统把一个篮子里所有的鸡蛋，大学入学考试。 The life-long consequences of students performance on this examination are far reaching.生命的学生的考试成绩在这个长期影响深远。 The same can be said for students who pursue a private high school education that exempts them from a university entrance examination.同样可以说谁的学生追求私立高中教育，从高考免除

13、他们。 They are subject to the high stakes of the high school entrance exam.他们是受高中联考的高风险。入学考试是放在对学生的压力的根源。 It is the primary mechanism responsible for driving competition.这是主要的竞争机制，负责驾驶。 The implications of students performance are far reaching.学生表现的影响是深远的。 Not only does the students performance affect

14、 their own future, it determines the future status and careers of their teachers, school, and most importantly, their family.不仅学生的表现影响自己的未来，它决定了未来的地位和他们的老师，学校，最重要的职业，他们的家庭。 As a result, the pressures that are exerted upon students to achieve are overwhelming.因此，这些压力是实现对学生施加非常大。 Although the adverse

15、effects of Japans university entrance examination have long been recognized, this system of funneling the top students to top jobs persists in determining students entire futures.虽然日本的大学升学考试的负面影响早已认识到，这个漏斗的优秀学生最高的职位制度，坚持以确定学生的整个未来。 2.2、压力的来源 2.2.1.社会压力 Despite the popular Western conception of Japan

16、 as a homogeneous society, the Japanese people recognize many differences among themselves and, as in other nations, many people hold prejudices based on a persons occupational status, ethnicity, class, gender, and most importantly - education.尽管西方流行的概念，日本作为一个单一的社会，日本人民承认彼此之间有许多分歧和在其他国家，很多人认为一个人的职业身

17、份，种族，阶级，性别的偏见，最重要的-教育。 Because the prejudices are built into the social hierarchy, students experience tremendous social pressure to succeed in school.由于偏见纳入社会等级建造，学生的经验，巨大的社会压力，在学校取得成功。 Although the Japanese culture consists of regional and generational differences, a distinctive feature is the ext

18、ent of concern for uniformity (Beauchamp, 1992).虽然日本的文化包括区域和几代人的不同，一个显着特点，是为关心的程度统一（比彻姆，1992）。 The majority of society shares the same values and ideas of appropriate behavior and place high value on education.对社会有同样的价值观念和行为进行适当的教育大多数高价值的想法。 The Japanese culture emphasizes personal traits such as lo

19、yalty, perseverance, and sacrifice.日本文化强调，如忠诚，毅力个人特征，和牺牲。 简言之，日本的学生生活在一个社会背景下符合预期，学生争取较高的学术成果，并根据雇主雇用他们就读的大学雇员。 2.2.2.压力来自家长 Confucian philosophy is deeply embedded in the Japanese culture.儒家哲学是深深植根于日本文化。 Ideas such as the hierarchical nature of human relations, childrens deep respect for their pare

20、nts, loyalty, patriotism and the pursuit of learning are fundamental convictions that pervade Japanese society.例如人类关系的层次性思想，儿童的父母，忠诚，爱国主义和学习的深深的敬意是，日本社会普遍存在的基本信念。 The concept of groupism is one that dates back many centuries in the Japanese culture.该团体主义的概念是一个日期，在日本文化追溯到数百年前。 Groupism postulates tha

21、t each group member is responsible for all other members.团体主义假定每个成员对所有其他成员负责。 Thus, cooperation is essential to the success of this dynamic concept.因此，合作是必不可少的这种动态的概念成功。 Individualism is frowned upon while interdependence is encouraged and fostered at school and at home.个人主义是令人难以接受的，同时鼓励和相互依存是在学校培养和

22、家庭。 The group bears the brunt of individual failures and basks in the glory of individual accomplishments.该集团承担的个人成就辉煌的个人失败和沉湎于首当其冲。 Japanese children belong to many groups simultaneously.日本的孩子属于多个组同时进行。 Communities, schools, classrooms, teams, friends and families are all interconnected.社区，学校，教室，团队

23、，朋友和家人都是相互联系的。 Of all these, the family integrates individual members of society in the most intimate way.在所有这些，对家庭整合社会各个成员在最亲密的方式。 In Japanese families, although fathers are considered the head of the household and exert a strong influence on their childrens desire for success, mothers usually assu

24、me most of the responsibility for their familys education.在日本家庭中，父亲虽然被认为是户主，必将对子女的成功欲望强烈影响，母亲通常假设为他们的家庭教育的责任最大。 Childrens respect and devotion to the family is exemplified by their efforts to meet the family goal.儿童的尊重和热爱家庭是表现在他们的努力，以满足家庭的目标。 Japanese families may have many goals, but the academic a

25、chievement of their children is by far their foremost priority.日本家庭可能有很多目标，但其子女的成绩远远的首要优先事项。 Japanese mothers have been called education mothers.日本的母亲被称为教育的母亲。 They take their childrens education very seriously.他们把自己的孩子的教育非常重视。 Stevenson (1990) remarks, Japanese mothers are unrelenting in their self

26、-sacrifice and dedication to their children (p. 99).史蒂文森（1990年）的言论，“日本的母亲在他们的不懈自我牺牲和奉献自己的孩子”（第99页）。 They diligently help their children with homework, ensure them the time and place for studying, provide supplementary texts and courses, employ tutors and actively participate in parent-teacher meetin

27、gs.他们努力帮助他们的孩子功课，确保他们的时间和学习的地方，提供补充资料和课程，聘请教师和积极参与家长教师会议。 在子女教育的投资是日本的父母非常高的优先地位。 Educational expenses such as juku, private tutors, and related materials account for 15.8 percent of consumer spending by Japanese households, more than 5 times that spent in the United States (Japan Times, September 1

28、8, 1994, p. 3).如宿教育费用，补习老师，和相关材料占15.8百分之消费日本家庭，超过5，在美国花了（日本时报，1994年9月18日，第3次）。 Parents are willing to sacrifice other needs for those of their childrens education.家长愿意牺牲子女的教育的其他方面的需要。 It is not uncommon for families to make do on simple meals and other basic needs in order to provide their children

29、with whatever they need pertaining to their education.这并非罕见的家庭就简单饭菜和其他基本需要做，以便提供他们所需要的任何有关他们的教育自己的孩子。 Such sacrifices illustrate the family goal for the academic success of their children.这种牺牲，说明了子女在学业成功家庭的目标。 In return for mothers efforts and family sacrifices children are expected to work hard and

30、 consistently obtain high grades.在母亲的努力和牺牲儿童重返家庭预计将努力工作，始终得到很高的评价。 Unlike the drastic measures that are often taken by Chinese parents to ensure their childs motivation and academic achievement (see Lin, 1995), Japanese parents avoid physically disciplining their children.不同的是，常常被中国父母，以确保孩子的动机和学业成就的

31、断然措施（见林，1995年），日本家长避免身体管教子女。 They believe that their childrens motivation should come from a sense of obligation to the family and guilt if they are failing (Hendry, 1995).他们认为，孩子的动机应来自一种义务感，对家庭和内疚，如果他们未能（亨得利，1995年）。 Children realize the impact of their success or failure on the family.儿童实现他们的成功或失败对

32、家庭的影响。 The familys name, reputation (especially those from intellectual backgrounds), social and economic status, and the mothers identity all fall on the shoulders of children.该系列的名称，名誉（特别是智力背景的人），社会和经济地位，和母亲的身份，都属于对儿童的肩上。 Academic success rewards families with fame, high social status, economic se

33、curity and honor, while failure means low family status, economic hardship, and family shame.学术奖励成功与成名的家庭，社会地位高，经济安全和荣誉，而失败意味着家庭地位低，经济困难，和家人蒙羞。 Many Japanese children thus experience tremendous pressures along the way and are driven by an obligation that neglects their individual needs and restricts

34、 their childhood experiences.因此，许多日本儿童前进的道路上经历了巨大的压力和被忽视的义务本身的需要和限制了他们的童年经验的影响。 2.2.3.教师认真对待教师们都非常认真地对待这一责任。 Cooperation among teachers is a hallmark of Japanese education (Stevenson, 1991, p. 114). “教师之间的合作是日本教育的标志”（史蒂文森，1991年，第114页）。 It is a sense of shared responsibility that brings teachers toge

35、ther.这是一个共同的责任，使教师的共同意识。 They frequently consult with one another on matters of technique, preparation, and mate, rials.他们经常彼此协商的技术，编制的问题，和队友里亚尔。 Teachers believe it is their personal, professional, and patriotic duty to fulfill their responsibilities.教师认为这是他们的个人，专业和爱国义务履行其职责。 They are also aware th

36、at the academic achievement of their students will reflect their abilities as a teacher and affect their professional status and ascent within the educational hierarchy.他们也知道，他们的学生成绩将作为教师反映他们的能力和影响在教育层次的专业地位和攀登。 The fact that Japanese schools are without psychologists, social workers, and counselors

37、 is a major reason why teachers feel responsible not only for students academic agendas, but for their behavior, morality, social activity, and discipline.事实上，日本的学校没有心理学家，社会工作者和辅导员是一个重要的原因教师觉得不仅对学生的学术议事日程，但他们的行为，道德，社会活动，和纪律责任。 Being a teacher in Japan is a round-the-clock job.作为一名教师，在日本是一个二十四小时工作。 T

38、eachers frequently consult with parents on matters about their childs study habits as well as their recreational activities.教师经常征求他们对孩子的学习习惯，家长的问题以及他们的休闲活动。 It is not uncommon for a teacher to visit the home of a student and speak with the family.这并非罕见教师参观了学生回家与家人说话。 Parents invariably request that

39、teachers make their children work harder, keep up the pressure, and teachers can not deny the importance of study (White, 1993, p. 85). “家长总是要求老师让他们的孩子努力工作，不断施加压力，老师也不能否认学习的重要性”（白，1993年，第85页）。 Teachers exert a tremendous influence among the families of their students.教师之间发挥学生的家庭中很大的影响。 Parents usual

40、ly follow any recommendation made by their childs teacher, regardless of how extreme it may be.父母通常遵循自己孩子的老师提出的任何建议，不管如何极端可能。 Teachers often use this influence to assert control over their students.教师经常使用这种影响力坚持对学生的控制。 Many go too far.许多走得太远。 Accounts of examination hell and the stresses it places o

41、n children, families, and teachers are well documented (Cummings, 1980; Rohlen, 1983; and Vogel, 1979).考试地狱帐户和它的应力儿童，家庭的地方，和教师均有详细记载（明斯，1980; Rohlen，1983;和Vogel，1979）。 虽然体罚是非法的，在日本，如在学校教育法第11条指出的那样，仍普遍实行作为管教学生的一种手段。 In the 1994-95 school year, a total of 241 students suffered physical injury from te

42、acher abuse.在1994-95学年，有241名学生受到老师虐待身体伤害。 The type of injuries included bruises, lacerations, nose bleeds, ear injuries, fractures, and others (JMOE, 1995).类型的伤亡，包括撞伤，擦伤，鼻子出血，耳朵受伤，骨折，和其他人（JMOE，1995年）。 In sum, teachers exert pressure upon students by using their high social status and influence with

43、parents to control students lives.总之，教师对学生施加利用其很高的社会地位，与父母的影响，控制学生的生活压力。 Student behaviors are closely scrutinized by teachers who believe that everything that a student does must in some way lead towards academic achievement.学生的行为都经过仔细审查，老师谁认为一切学生确实在某些方面成绩方式导致必须的。 Consequently, students are under-t

44、he-thumb of teachers who do whatever it takes, including physical abuse, to guarantee students academic success.因此，学生不足的教师谁做任何事，包括身体虐待，拇指，以保证学生的学业成功。 Although most students respect their teachers, many also fear them.虽然大多数学生尊重他们的老师，许多人还担心他们。 2.2.4.Pressure from peers同行的压力 Japanese classmates assume

45、some responsibility for each others education.日本同学承担一些彼此的教育的责任。 The class is viewed as a group.这个类被视为一组。 The notion of groupism calls on students to help the class to succeed.呼吁的团体主义观念，帮助学生取得成功的类。 The bright students often assist those in need.明亮的学生常常帮助有需要的人士。 Although this is meant to help the slow

46、er students, it accentuates competition and creates enormous peer pressure.虽然这是为了帮助较慢的学生，突出竞争，产生了巨大的同行压力。 The prospect of falling behind worries most students.背后的担心价格跌幅最为学生的前途。 This in turn drives competition.这反过来又会竞争。2.2.5.负面影响Japanese secondary students are deprived of many intellectual experience

47、s.日本中学生被剥夺了许多知识经验。 A significant reliance on rote learning hinders other facets of their cognitive development.对死记硬背的依赖，阻碍着他们的认知发展的其他方面。 The focus of learning through memorization may inhibit the development of critical and analytic thinking skills, creativity, and imagination.通过死记硬背的学习可能抑制批判和分析性思维能力，创造性发展的重点，想象力。 Fierce competition has led some students, as well as adults, to cheat.激烈的竞争导致了一些学生，以及成人欺骗。 In some cases, parents not only accept their childrens dishonest behavior, they actively assist them in cheating.在某些情况下，家长不仅接受孩子的不诚实行为，他们积