教師英語畢業(yè)論文

1、<p>　　Different Thinking Patterns on Children Education in China and America</p><p>　　中美對兒童教育的不同思維方式</p><p><b>　　ABSTRACT</b></p><p>　　In the increasingly competiti

2、ve world, science and technology develop every day. The competition is during the knowledge of science and technology and the comprehensive national strength competition, and is the talented person’s competition. And in

3、the national competition, the education shoulders the historical mission of cultivating senior professionals. But the rigid thinking and the backward system can never develop creative senior talents. The education though

4、ts and the way of education are</p><p>　　Keywords: children education；culture in Sino-US； effects； countermeasures</p><p><b>　　內(nèi) 容 摘 要</b></p><p>　　當(dāng)今時(shí)代，科學(xué)技術(shù)日新月異，世界各國的

5、競爭愈加激烈。競爭的是知識科技和綜合國力的競爭，是人才的競爭，而教育擔(dān)負(fù)著培養(yǎng)高級專業(yè)人才的歷史使命。但僵化的思維，落后的體質(zhì)永遠(yuǎn)無法培養(yǎng)有創(chuàng)新意識的高級人才。中美教育思想和教育方式都帶有濃重的民族特征。本文著重分析了中美兩國對兒童教育的差異。導(dǎo)致中美兒童教育差異的原因很多,但文化心理、價(jià)值取向和思維方式的不同是造成中美兒童教育差異的根本因素。研究中美兒童教育的思維差異的目的是為了更好地相互學(xué)習(xí)而不是比較優(yōu)劣。中美兩國在兒童教育觀上存在

6、著許多差異，分析這些差異使我們既能廣泛地了解西方的教育觀，也能更深入地理解東方的教育理念。通過對兩種教育觀的研究，取其精華，去其糟粕，總結(jié)出更加適合中國兒童健康成長的教育方式是本文最期望達(dá)到的效果。</p><p>　　關(guān)鍵詞：兒童教育；中美文化；影響；對策</p><p><b>　　CONTENTS</b></p><p>　　Acknow

7、ledgements………………………………………………………………I</p><p>　　Abstract……………………………………………………………………….....II</p><p>　　中文摘要……………………………………………………………………….III</p><p>　　Contents………………………………………………………………………...I

8、V</p><p>　　1 Introduction……………………………….………………………………….…..1</p><p>　　2 Reasons for the appears of Different Thinking Patterns………………..…………..2</p><p>　　2.1 Different Historical Backgroun

9、d…………..…………..………..…………………..2</p><p>　　2.2 Different Economic Situation..…………..……………………..…………………..2</p><p>　　2.3 Different Social Conditions..………………………..………..…...………………..2</p><p>　　2

10、.4 Different Cultural Traditions..……………………………..…….………………….2</p><p>　　3 Main Performance of Children Education with Different Thinking Patterns…...…3</p><p>　　3.1 Differences of Educational Ideas

11、……………………………………………..……........3</p><p>　　3.2 Differences of Educational Purpose……………………………….....................…3</p><p>　　3.3 Differences of Educational Mode....................................

12、.....................................…...4</p><p>　　3.4 The Differences of Educational Content...................................................................…...4</p><p>　　4 Influences of Ch

13、ildren Education with Different Thinking Patterns…..8</p><p>　　4.1 Affecting Children’s Ability to Adapt to Society……………………….……..…..8</p><p>　　4.2 Interfering with a Children’s Ability to Live I

14、ndependently………………………..…..8</p><p>　　4.3 Affecting Children’s Interpersonal Skills…………………………………………..…..8</p><p>　　5. Suggestions .………………………………..…………………………………..…....12</p><p>　　5.1Su

15、ggestions for Americans.……………..…………………………………..…....12</p><p>　　5.2 Suggestions for Chinese… ..………………………………………..…....12</p><p>　　5.2.1 Changing Traditional Educational Idea……………………………....12</p

16、><p>　　5.2.2 Combining Family Education with School Education and Society Education………………………………………………..12</p><p>　　5.2.3 Cultivating Children’s Ability of Independence.………………....12</p><p

17、>　　6 Conclusion ….………………………………..…………………………………..…....12</p><p>　　References ……….…………………………………………………………15</p><p>　　Different Thinking Patterns on Children Education in China and America</p

18、><p>　　1 Introduction</p><p>　　Childhood refers to the children aged from 6 to 12, and this period is the gold stage for a person to grow (Ji Tuo, 2011). Children’s physical and mental development

19、at this stage is not perfect, and the understanding of most things is still very childish but also stays novel, which is a key period of children’s intellectual and mental development. They seem to have a strong interest

20、 in new things, and be curious, fresh, and yearning to the outside world. Parents, teachers and friends around chi</p><p>　　For a long time, our country pays attention to children’s education, and advocates

21、that all activities should be “grabbing from baby”. By comparing the validation, affected by the traditional customs and culture, there is qualitative difference of children education way between countries. Chinese peopl

22、e are good at the uniform way of education. That is to say that whether parents, schools or society all have try to cultivate children to be great men, and adhere to the concept of starting from ba</p><p>　　

23、This paper can be divided into six parts. The first part introduces the present situation and background of the education methods for children in Sino-US. The second part analyzes the causes of education ideological diff

24、erences between China and the United States from the perspective of history, economy, society, and culture. And the third part introduces the different performance. The fourth and fifth part introduces the difference inf

25、luence on the children’s education thought, and puts forward</p><p>　　2. The Reasons of Different Thinking Patterns’ Appearing</p><p>　　2.1 The Different Historical Background</p><p&g

26、t;　　The traditional culture of China is built up in a relatively closed geographical environment, and based on the agrarian economy. The advantaged natural conditions and ecological geography environment of East Asia con

27、tinent not only give birth to the economy form for Chinese nation to farm, but also foster the stability of agricultural culture mentality. In agricultural society, people are content to maintain a simple reproduction, a

28、nd people are lack of the ability to expand social reproduction,</p><p>　　2.2 The Different Social Conditions</p><p>　　Because of the influence of the history and culture, the Chinese society fo

29、r talent standards has a basic unified concept. Defining a person’s performance good or not may be in accordance with a unified standard, and then evaluating him according to the “checklist”. In the traditional Chinese t

30、hinking, civil servants, teachers, or the personnel are commonly known as the “iron rice bowl” of state-owned enterprises (Wu Ynagshuo, 2012). In this common environment, the education develops in a direct</p><

31、;p>　　The society of America respects each useful person. American society is a country full of mind blast and ideas. Everyone has his own platform to show no matter where they are, and the society is also trying to cr

32、eate the opportunity for everyone. If a child lives in such an atmosphere, he will add more glory to the society when he grows up. Comparing with China’s standard of talent, the US pays more attention to practical condit

33、ion. No matter what occupations you are and no matter what kind of t</p><p>　　2.3 The Different Cultural Traditions</p><p>　　Traditional Chinese always pay attention to ethics, and attaches grea

34、t importance to the whole. People used to live in the environment that not only themselves but only the collective and even rank in the community life. In this process, although the individual is also mentioned, and also

35、 deals with human subjectivity, but subjectivity is not concerned as Hegel defined “subject with strong character of free individuality”, which is embodied in a kind of subjectivity. Men have been stipulated in </p>

36、;<p>　　In the process of transforming the objective world, Human beings also reformate, improve and develop their own understanding and the thinking ability. What’s more they also form a relatively stable way of t

37、hinking. Way of thinking is an important part of human culture. It has a larger relative stability and continuity, and is the deepest kernel of a national culture. Chinese advocates intuition thinking, and is good at und

38、erstanding. Chinese people always start a thing and grasp the essence of t</p><p>　　But “America focuses on entity and emphasizes the ration and speculation in order to form a certain concept as the guidance

39、 (Sungjoo Park. 2010).” However, concept is often introduced by a strict definition, and the thoughts are always expressed by rigorous judgment, and the principles of law are always presented by the theory of the reasoni

40、ng logical rigor. In the thinking of United States, the fact is really reliable and objective. And the reliability and validity of the fact are all associate</p><p>　　All in all, because children are affecte

41、d by different culture, the education difference is inevitable, of course. “America is a society full of choices, so people must learn to understand their needs and to carry on the various options when they are little in

42、 order to survive in society.”(Acheson, K. 2004) The personal choices for Chinese are relatively less. Although recent years the reformation makes the individual have a greater freedom in choosing a career. But from the

43、school life of adole</p><p>　　3. Main Performance of Children Education with Different Thinking Patterns </p><p>　　China’s concept of children’s education is rigorous and planning. According t

44、o the development of the child’s age level, it is very important to formulate the reasonable teaching material, which can conform to the development of children. And based on the articles of association, the complete kno

45、wledge system is excavated, and conveyed to students in a gradual way, which is beneficial for students especially young children to understand and absorptive. On the basic education, China pays more att</p><p

46、>　　With the different method of school education, Americans pay more attention to protection of children’s unique ideas, and pay more attention to the habits of thinking independently, as well as children’s creative t

47、hinking (John, What. 2010). The education concept of American school is to respect science and fear science. They think that education should inherit and carry forward the scientific civilization. Therefore, it is very i

48、mportant to learn in order to meet their needs. The advantage of A</p><p>　　3.2 Differences of Educational Purpose</p><p>　　Chinese attach importance to results and to mastering the skills. When

49、 parents let children participate in learning activities, such as painting and music, parents attach more importance to improving the degree of specific skills; while Americans attach more importance to the whole process

50、. And the most obvious differences of education between China and the United States also perform at using the single standard and unified requirements for children. Chinese teachers and parents emphasize that t</p>

51、<p>　　3.3 Differences of Educational Mode</p><p>　　The issue of educational equality is associated with the position and rights of children education. And the research on the issue of education equali

52、ty lets people compare the differences between the Chinese and the Westerns from a new angle. In Chinese traditional education, the relationship between teachers and students is not equal (Gu Weijun, Wu Weihua, 2003). Th

53、roughout the history, although the status of teachers in different historical periods is different, in the interior of the school e</p><p>　　After the view of “the center of children” proposed by Dewey, the

54、equal relationship between teachers and students in western school is achieved. In his book “children and course”, Dewey stressed that teachers should consider the children’s present life experience as the center of the

55、course. (Dewey, 2001)And he criticized the traditional method that teachers treat student negatively, and gather students mechanically. He also holds that teachers only focus on themselves but not students. And he </p

56、><p>　　3.4 Differences of Educational Content</p><p>　　Our country attaches great importance to the use of formal education activities in order to complete the task of science education. While the

57、United States stressed that school education should be with formal, informal and random three forms (Alan, 2005). A formal scientific activity refers to the planned and organized activities; an informal scientific activi

58、ty is completely open and personal activities, and a random scientific activity refers to the favorable opportunity. First of all, they pr</p><p>　　4. Influences of Children Education with Different Thinking

59、 Patterns</p><p>　　4.1 Affecting Child’s Ability to Adapt to Society </p><p>　　At present, our country is in the period of social transition, and parents extremely concern child’s physical devel

60、opment and material comforts. Because of the psychological vanity, compensation and a herd mentality, parents always hope to satisfy their desire for honor, status by children’s success. Therefore, the emphasis on the ch

61、ild’s investment has become a common phenomenon. Parents give their children opportunity to design a variety of solid rich “ideal way of life” (Zhu Wuhong, 2011). Al</p><p>　　4.2 Interfering with a Child’s A

62、bility to Live Independently</p><p>　　School education, social education and family education all have their own duties and responsibilities. Teaching children is the main function of family education. But i

63、n recent years, the dissimilation phenomenon of the family education function is very serious, and its main performance is “family education gable”. Family education is always around the school music score. To a certain

64、extent, the family education has become a “client” of school education. What’s more, some parents educate their</p><p>　　4.3 Affecting Child’s Interpersonal Skills</p><p>　　The habit of good beh

65、avior formed in childhood can be associated with one’s whole life. “Habit is a second nature.” In ancient Chinese family education, there is a proverb said: “A good example is the best sermon”, and it is reasonable. But

66、the reality is very different for them. Many parents are used to regulate the behavior of children by shouting that “Wolf” strategy, which helps children to form their notion that social norms is one of the above persona

67、l alien force. Their moral behavior is </p><p>　　5. Suggestions </p><p>　　5.1 Changing the Traditional Education Idea</p><p>　　The most important in changing ideas is to attach grea

68、t importance to moral education of the children. A good EQ and moral character are the foundation for children to become adults. To face up to the existence of the “generation gap” and because of its unique sensitivity a

69、nd plasticity, teenagers are more likely than their elders to accept new ideas and new way of life. When children have a series of changes, parents are easy to interfere in children’s life, which will cause inevitable co

70、ntradi</p><p>　　5.2 Combining the Family Education with School Education and Society Education</p><p>　　In order to develop good health social talents, cultivating education should grab the chil

71、dhood. Family education, school education, and the combination of social education are the necessary condition to have a new generation. With schools as the main body, the social education is the external environment of

72、family education, school education, supplement and extension. And family education is the foundation of school education and social education. It is necessary to use the family education and</p><p>　　5.3 Cul

73、tivating Children’s Ability of Independence</p><p>　　Confidence is the first key to success. A child full of self-confidence will be optimistic, active, adventurous, and willing to challenge. The premise of

74、cultivating their confidence is that parents consider their child as an individual, and respect and understand their child. More encourage than protection can cultivate their ability and also set up their confidence. Exc

75、essive protection can cause children more dependence on their parents, and make children doubt or lose their self worth and ca</p><p>　　6. Conclusion</p><p>　　Children are the future of a countr

76、y, and the hope of a country. What’s more, children’s education is more worried about everyone’s heart. Based on the effects of the historical, cultural and social development, the education systems between china and US

77、are also different. And the main difference is mainly expressed in the cultivation of the individual and common aspects. Chinese education is rigorous, which makes the students’ study with regularity and efficiency, and

78、cultivates children good </p><p>　　References </p><p>　　Acheson, K. (2004). Do our kids have an attitude? [J]. 67, 949-971.</p><p>　　Dewey. (2001). How Children Learn. Shanghai: Sha

79、nghai Foreign Language Education Press.</p><p>　　John, What. (2010). Let Children Study Happily [M]. Beijing: Foreign Language Teaching and Research Press.</p><p>　　Victor, B. (1990). Family edu

80、cation and community power: new structures for vision in the educational village [J]. Shanghai: Shanghai Foreign Language Education.</p><p>　　Sungjoo Park. (2010). Moral Education and Sport. Ohio: Ohio State

81、 University.</p><p>　　艾琳. 美國式家庭教育[M]. 北京：中央編譯出版社, 2005.</p><p>　　顧衛(wèi)俊，吳衛(wèi)華. 中美家庭倫理道德教育之比較思考[J]. 理論導(dǎo)刊，2003(10). </p><p>　　赫爾巴特，李其龍譯. 普通教育[M]. 浙江：浙江教育出版社，2002.</p><p>　　紀(jì)托.

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