陈淑婷B2016022104定稿

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ContentsChineseAbstract………………………………………………………2EnglishAbstract………………………………………………………31.Introduction…………………………………………………………42.LiteratureReview…………………………………………………52.1AnOverviewoftheStudiesonInterculturalCommunicationTheories………52.2AnOverviewoftheStudiesonHofstede’sCulturalDimensionsTheory……62.3DomesticStudiesonChineseandAmericanFamilyEducation………………72.4ForeignStudiesonChineseandAmericanFamilyEducation………………73.Contrastof FamilyEducationbetween ChinaandtheUS………83.1DifferentParentingGoals……………………………………………………83.2DifferentTeachingContents…………………………………………………103.3DifferentFamilyEducationalStrategies……………………………………124.LessonsfromAmericanFamilyEducationExperience…………134.1 ChangethePurposeofFamilyEducation……………………………………134.2EnrichtheFamilyEducationforChildren……………………………………134.3BroadenFamilyEducationMethods…………………………………………145.Conclusion…………………………………………………………1415

1References……………………………………………………………15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15

2DifferencesbetweenChineseandAmericanFamilyEducationfromFrontoftheClassandPeacockAbstractFamilyeducationactsanextremelyimportantroleonnationaleducation.Sinceancienttimes,Chinahashadthevirtuesoffilialpiety,honesty,diligence,thriftandsoon.AfterthemodernAmericanfamilyeducationideaswereintroducedtoChina,Chineseparentshaveshowndiscomfortindealingwithtraditionalandmodernfamilyeducationideas.Bothhavetheirownstrengths.InvestigatingthedifferencesinfamilyeducationbetweenChinaandtheUnitedStates,andexploringthedeep-seatedreasonsforthedifferencesinfamilyeducationbetweenChinaandtheUnitedStatescanbetterunderstandtheessenceoffamilyeducationbetweenChinaandtheUnitedStates.BasedonthefilmsFrontoftheClassandPeacock,thispaperanalyzes,sortsout,andoutlinesthefamilyeducationinChinaandtheUnitedStatesreflectedinthefilm,tryingtomakereadershaveapreliminaryunderstandingofChineseandAmericanfamilyeducation,asrationalandobjectiveaspossible.Thispaperanalyzesandcomparesthedifferencesinthepurpose,contentandstrategyoffamilyeducationbetweenChinaandtheUnitedStates,andsharestheexperiencesworthlearningandpromotinginAmericanfamilyeducation.Keywords:FrontoftheClass;Peacock;familyeducation;differences15

31.IntroductionNowadays,China’sfilmindustryandAmerica’sfilmindustryarebothdevelopingpromptly,andmanyexcellentfilmsinbothcountrieshavereceivedcountlesspraises.Amongthem,CallMeFirstandPeacockaretwofilmswithhighboxoffice.Thethemeofbothmoviesisaboutfamilyeducation.ThefilmFrontoftheClassisanemotionalandinspirationalfilmproducedintheUnitedStatesin2008.BuiltontherealstoryofBradCohen,fightingthediseaseofTourettesyndromestubbornly.However,Bleddidnotletthefollow-upsicknessdefeathim.Hewenttoordinaryelementaryandmiddleschoolslikeothernormalchildrenuntilhecameoutofcollege.Despiteallthefrustrations,hefinallyrealizedhisdreamofgrowinguptobeateacherandharvestedcareerandlove.ThisfilmembodiesthewayofeducationinAmericanfamilies,tellingustotreatourdreamsandpursuethemhard,andtomakeourowneffortstoprepareperseverance,andonlytheunyieldingspiritcanrealizethedream.PeacockisatypicalChinese-stylefamilyeducationwork.Thisfilmtellsthestoryofthreesistersfromafamilyoffiveinasmallnortherncityinthe1970sand1980s.Theatmosphereofthefilmwasdepressed,dullandsad.MomandDadwereordinaryworkerswiththreechildren.TheeldestofthemisGaoWeiguowhowasconsideredmentallyhandicapped(orstupid)becauseofencephalopathyasachild;theotherwasasister,GaoWeihong,whowasabout20yearsold,thinandhandsome,andlookedquiet,butwithastrongheartandaPuritantemperament;youngerbrotherGaoWeiqiangwhowassixteen-year-old,sensitiveandmelancholy,toorichinside,makespeopleelusive.ThisthesiscomparesthesimilaritiesanddifferencesbetweenChineseandAmericanfamilyeducationthroughthecharacteristicsandthestatusquooffamilyeducation,andfindsthedeficienciesinChina’sfamilyeducationprocess,breakingthroughthebarriersofChinesefamilyeducationconcepts.DrawingontheessenceoftheAmericaneducationsystem,andhopetoprovidepracticalsuggestionsfortheimprovementoftheChinesefamilyeducationsystem.Asweallknow,familyeducationisanimportantpartofeducation.Whetherforindividualdevelopmentorfortheprogressofthewholesociety,familyeducationhasitsirreplaceableimportantrole.Inviewoftheimportanceoffamilyeducation,educatorsfromallovertheworld15

4havealwayspaidgreatattentiontofamilyeducation.Whatandhowtoteachinfamilyeducationhasbecomeadisciplineandartthatpeoplehavestudiedindepth.Theauthorchoosesfamilyeducationastheresearchtopicofgraduationthesis,becauseofitsimportanceononehand,andpersonalinterestontheother.Intheprocessofstudyingfamilyeducation,theauthorfacesmanyproblemsandconfusions.Therefore,studyingtheissuesrelatedtofamilyeducationisalsoagoodlearningopportunityfortheauthor.ChineseculturehasalonghistoryandhasformedaculturaltraditiondominatedbyConfucianculture.TheUnitedStatesisanewcountrywithahistoryofonlytwohundredyears.ItsdominantcultureisdeeplyinfluencedbyProtestantism.Theculturaldifferencesbetweenthetwocountriesareprofoundlyreflectedinthedifferencesinpeople’svalues,suchasgroup-basedandindividual-basedconsciousness,differentviewsonsuccessandfamily.Educationhashadaprofoundimpact.Examiningthedifferencesinfamilyeducationbetweenthetwocountriesandexploringthedeep-seatedreasonscanhelpusbetterunderstandthenatureandessenceoffamilyeducation.2.LiteratureReviewThestudiesonfamilyeducationhasalongdevelopmenthistoryintheworld.Differentculturalbasismakeeachcountryformitsownfamilyeducationtraditionandconstructitsowncharacteristicfamilyeducationtheorysystem.ForChinese,thehexagramsinZhouyi,suchasFamily,Jian,GuandJie,werethefirsttotalkaboutfamilyproblems,includingfamilyeducation.Agreatofspecialistsandscholarsabroadalsohavecarriedoutalongtermresearchonthis.Forexample,CharlotteMason,themotherofBritishfamilyeducation,devotedherwholelifetothestudyofchildren’sdevelopmentinCharlotteMasonFamilyEducationSeries,integratingschool,familyandsocialenvironmentintoaneducationalsystem.2.1AnOverviewoftheStudiesonInterculturalCommunicationTheoriesInterculturalcommunicationresearchbeganintheUnitedStatesinthe1950s.China’sInterculturalresearchbeganinthe1980sandhasgraduallybecomeanimportanttopic.HeDaokuanformallyintroducedinterculturalcommunicationtoChineseforeignlanguageacademic.HeDaokuanandYanZhuang(1986)pointedoutthatculturaldifferencesoftencausetwotypesofmistakes:thefirstisthemistakeoflanguageitself,andthesecondisthemistakeofsocialpragmatics.LinDajin(1996)putforwardhisownviewsbasedonD.Hymes’theory.HebelievesthatInterculturalcommunicativecompetencecanbeexplainedfromthreelevels:behavior,knowledgestructureandmoralethics.Asuccessfulcommunicatorshouldhavedecent15

5andeffectivebehavior,relevantlanguage,cultureandknowledgetogatherinformationandexcellentpsychologicalquality,andshouldhaveamoraloutlookthatrespectseachotherandiswillingtoacceptculturaldifferences.In1956,ChomskyinhisarticleAspectsoftheTheoryofSyntaxfirstproposedtheconceptof“languageability”anddefineditas“anidealuser’sknowledgeofhislanguage”,emphasizingtherulesoflanguageuse.However,theuseoflanguageisinseparablefromsocialculture.In1967,AmericansociallinguistHymesfirstadopted“communicativeability”tocriticizeChomsky.HebelievedthatChomsky’sdefinitionof“ability”hadlimitations.Hymes(1972)proposedfourcomponentsofcommunicativecompetence:possibility,feasibility,appropriatenessandexpressiveness.Amongthem,appropriatenessemphasizesthatlanguageuseshouldconformtospecificsocialandculturalcontexts.In1959,Hallfirstappliedtheconceptofcross-culturalcommunication,andmadeanin-depthanalysisofverbalcommunicationbehavior,sothisbookbecamethepioneeringworkofcross-culturalcommunication(DaiXiaodong,2011).Afterthat,manyscholarscontinuedtoexploreinthisfield.Afterhalfacenturyofinterculturalcommunication,thetheoreticalframeworkbecamemoreandmoreclearandfull,andgraduallybecameanindependentdiscipline.2.2AnOverviewoftheStudiesonHofstede’sCulturalDimensionsTheoryHofstede’stheoryofculturaldimensionisaframeworkputforwardbyDutchpsychologistHofstedetomeasureculturaldifferencesbetweendifferentcountries.Heholdsthatcultureisapsychologicalprocessofhumanbeingsinakindofenvironment,whichcandistinguishdifferentgroups.Hesummarizesthedifferencesbetweendifferentculturesintosixbasicdimensionsofculturalvalues(Zhan&Zhang,2015)asfollows:1.PowerDistance;2.UncertaintyAvoidance;3.IndividualismversusCollectivism;4.MasculinityversusFemininity;5.Long-termversusShort-term);6.IndulgenceversusRestraint.Powerdistanceinvolvestheacceptanceofunequaldistributionofpowerinsocietyororganizationbypeoplewithlowstatus.Uncertaintyavoidancereferstowhetherasocietycanavoidandcontroluncertaintythroughnormalchannelswhenfacinguncertaineventsandunconventionalenvironmentalthreats.Thedimensionofindividualismandcollectivismistomeasurewhetherasocietyasawholecaresaboutindividualsorcollectiveinterests.Theindividualismandfeminizationdimensionsmainlydependonwhetherasocietyrepresentsmoremalequalitiessuchascompetitivenessandautonomy,oronbehalfoffemalequalitiessuchasmodesty,caringforothers,andthedefinitionofmaleandfemalefunctions.Thelong-termorientationandshort-termorientationdimensionsrefertothedegreetowhichmembersofacertainculturecanacceptthedelayinfulfillingtheirmaterial,emotional,andsocialneeds.The15

6dimensionofself-indulgenceandrestraintreferstotheallowanceofasociety’sbasichumanneedsanddesiretoenjoylifeandenjoyment.2.3DomesticStudiesonChineseandAmericanFamilyEducationAlthoughfamilyeducationhasarousedwidespreadconcernfromallcircles,inparticulartheeducationalfield.However,itisstillaweaklinkinChina.Chineseeducatorshaveconductedlong-termresearchesonthisissueandlearnedfromothercountries.Forexample,HuangQuanyu(2001)’sFamilyEducationintheUnitedStatesintroducesthedifferentapproachesofChineseandAmericanparentsincultivatingtheirchildren’sinterestsandencouragingtheircreativity.ThebookChineseWesternersandTheirChildrenbyHePing(1997),educatesChineseandWesternersonchildren’smoralcultivation,survivalandenvironmentalawareness,cultivationofcreativity,conceptoftalent,andhowtolovechildren,providingalotofthingsforfamilyeducationinChina.TheScientificMethodofAmericanParentTutoringcompiledbyChenXi(2002)systematicallyintroducesAmericanparents’commonpracticeonissuessuchasdevelopingtheirchildren’sintellectualpotential,activatingtheirchildren’scuriosity,openinguptheirimaginationandcreativity,andcultivatingtheirconfidence,responsibilityandcompassion.ThesewillallowreaderstohaveacomprehensiveunderstandingoftheconceptsandmethodsofAmericanfamilyeducation.2.4ForeignStudiesonChineseandAmericanFamilyEducationTherehasbeenalonghistoryoffamilyeducationresearch.Manyforeignexpertsandscholarshaveconductedresearchesinthisfieldandbuiltauniquetheoreticalsystem.Forexample,inYourChild’sDevelopmentbyLansdownRichard(2004),theauthorpointedoutthegeneralcharacteristicsandgenerallawsofchildren’sgrowth.Thisarticlerevolvesaroundsuchathemefrombeginningtoend“lifelongandcomprehensivedevelopmentalpsychology”,thatis,thegrowthofanychildisacombinationoflocalandcontemporaryhumanities,naturalandsocialenvironments.Fromthispointofview,theauthorunderstandsthegrowthofchildrenasahighlysocialprocess,discussesthelawsofchildren’spsychologicalandphysicalchangesinthisprocess,andproposesdetailedhomeschoolingsolutions.ThispartprimarilycomparesandanalyzesthedomesticandforeignresearchandcorrelationtheoriesaboutfamilyeducationbetweenChinaandtheUnitedStates.Therearesomedifferencesinthedefinitionoffamilyeducationinacademiccirclesathomeandabroad.Moreover,thedefinitionoftheconceptoffamilyeducationinthedomesticacademiccommunityfocusesonthedefinitionoftherelationshipbetweenthemainbodyofeducation-parentsandchildren,thatis,tosolvetheproblemof“whoinfluenceswho”.DifferentfromChina,theUnitedStateslayemphasisonsolvingtheproblemof“whatfamilyeducationcanteachfamilymembersismainlychildren”.Aboveall,theideasandmethodsproposedby15

7thescholarsofthetwocountrieshavegreatlycontributedtothefamilyeducation.3.Contrastof FamilyEducationbetween ChinaandtheUSInbothfilms,wecanfeelthattheparentsofChinaandtheUnitedStateshavethesamelovefortheirchildren.Theyallwishtheirchildrentolivewell,butowingtodifferentculturalbackgroundandconsciousness,therearemanydifferencesinthewaytheyeducatetheirchildren.3.1DifferentParentingGoalsThegoaloffamilyeducationguidesthedirectionofthewholefamilyeducation,foritdeterminesthewholecontentsoffamilyeducation.ThegoalofAmericanfamilyeducationistotrainthechildintoa“socialperson”（Ebata,2004）.Thepurposeoffamilyeducationrevolvesaroundthepersonaldevelopmentofchildren.ThespecificmanifestationisthatAmericanparentswillnotinterferetoomuchwiththeirchildren’schoices;whereastheyinspirechildrentodowhattheylove,andtomaketheirfortunewiththeirownefforts.ThepurposeofChinesefamilyeducationistotrainchildrenintoa“talent”whohasabrightfuture,withagoodjobandahighincome.Chineseparentshavehighexpectations.Thepurposeoffamilyeducationistolinkfamilydevelopmentwithchildren’spersonaldevelopment.ThespecificmanifestationisthatChineseparentsarrangetheirchildren’sfuturedevelopmentroads,andrequirechildrentostudycarefullyfromchildhoodtoadult,whichkillsthechild’snature.AccordingtothesixdimensionsofHofstede,UnitedStatesisanindividualistsociety,emphasizingindividualfreedomandpersonalachievements.Therefore,infamilyeducation,theycaremoreaboutchildren’sownvaluesandneeds,andrelyonpersonaleffortstoseekbenefitsforthemselves.WhileChinaisasocietythatadvocatescollectivism,soinfamilyeducation,moreattentionispaidtofosteringthecollectivespiritofchildren,whichiswhythechildreninChinawillbemoredependentontheirfamilies.Undertheinfluenceofindividualism,thepurposeofAmericanfamilyeducationistopayattentiontoindividualsandencouragechildren’sachievements.IntheUnitedStates,thepurposeoffamilyeducationistocultivatechildrentobecomepeoplewithstrongself-awarenessandindependentlivingability.Therefore,itiscommonforAmericanparentstogivetheirchildrenmorefreedomandautonomy.Theyjustwanttomaximizetheirchildren’snatureandrealizetheirself-worth.Andundertheguidanceofthisgoal,Americanfamilyeducation15

8cultivateschildren’sindependenceandadaptability,andalsogreatlycultivateschildren’screativityandimagination.InthefilmFrontoftheClass,Bled’smothertriedtodefendherson’sdignityinthefaceoftheridiculeofacquaintances;shewantedtoseekarehabilitationgroupforherson,butshefoundthattheso-called“club”wasnotwhatsheandhersonwanted,andBledwasverydisappointed.Shetookherson’slittlehandandtoldhersonfirmly:“wewillnotbelikethem”;afterthesonbecameanadult,herencouragementtrickledandnourishedBledwhenhefaceddifficulties.Hishearthelpshimembarkonajourneyofconstantlychallengingreality.Whetheritislookingforajoboralover,hismother’swordsarealwaysrefreshing.Bled’smother’swordsanddeedstaughtBledthatlifeiscruelandrealistic.AlthoughheissufferingfromTorriesyndrome,hecan’tgiveuponhisown.Inthisexamplewecanalsoseethatundertheinfluenceofindividualism,familyeducationintheUnitedStatesadvocatesencouragingchildrentoaffirmtheirownvalue,makingthemmoreconfident,independent,andcourageousintheireffortstorealizetheirvaluesanddreams.Andundertheinfluenceofcollectivism,thepurposeoffamilyeducationinChinatendstocenteronthe“whole”ofthefamily,andmanyparentswillassociatethesuccessoftheirchildrenwiththeinterestsofthefamily.Whenachildfailstoachievethegoalssetbyhisparents,manyparentsthinkthatthisisthechild’s“betrayal”ofthefamilyandthatthisisashame,soachildgrowsupundertoomuchpressurefromtheoutsideworld.Atthesametime,whenparentsdeterminethegoalsoffamilyeducation,everythingisconcentratedontheinterestsoftheentirefamily,andlittleconsiderationisgiventothewishesandactualconditionsoftheirchildren.Besidescollectivismischaracterizedbycollaborationandharmony,focusingonoverallinterests,andrelyingmoreontheadviceandhelpfromotherswhenfacingdifficulties.ThereforeinChinesefamily,parentsaremoreinclinedtodirectlyhelptheirchildrensolveproblems,ratherthantrainingtheirchildrentosolveproblemsindependently,soChinesechildrenaregenerallymoredependent.InthefilmPeacock,facedwiththementallyhandicappedson,GaoWeiguo’sparentstookcareofhim,lesthebealittlewronged.Themostdeliciousfoodinthefamilywillbegiventohimfirst.Forexample,therewasatimewhentheirparentsweredistributingcandies,theygave10morepiecestotheireldestsonGaoWeiguo,andtheyalsoaskedtheiryoungerbrothersandsisterstotakeoutfivepiecesofcandyfromeachofthemforGaoWeiguo.Whenchildrenwereyoung,theynaturallylovedcandy.GaoWeihongreluctantlytookthecandyouttohiselderbrother.However,GaoWeiguotookahandfulofcandyfromthetablewithbothhandsandsmiledfoolishly.Atlast,hepluckedtwopiecesofcandyfortwogeeseintheyard.Totakecareoftheeldestsoneverywhere:thisishisparents’partialityThroughcomparison,itisfoundthatthepurposeoffamilyeducationbetweenChinaand15

9theUnitedStatesissignificantlydifferentintermsofvalueorientationandfocus,whichdirectlyleadstodifferencesinthecontentoffamilyeducation.3.2DifferentTeachingContents3.2.1KnowledgeeducationAmericanknowledgeeducationfocusesonsocialsurvivalandpracticalabilityeducation,mainlyincludingsurvivability,practicalability,andfinancialmanagementability.ThedevelopmentofviabilityisreflectedinthatAmericanparentsemphasisonthecultivationoftheirchildren’sspiritofadventureandexploration,andinteachingtheirchildrentosurvive.PracticalabilityisreflectedinthefactthatAmericanparentsgivetheirchildrenthefreedomtochoosefurthereducation,employment,andfriends.IntheUnitedStates,decisionsmadebyparentsonbehalfoftheirchildrenareconsideredviolationoftheirrightsandaresubjecttolegalsanctions.Americanfamiliesbelievethatfinancialabilityisdirectlyrelatedtothefuturehappinessandcareersuccessoftheirchildren.Thecultivationoffinancialabilityhasturnedintoasignificantpartoffamilyeducation.Chineseknowledgeeducationfocusesonculturalknowledgeeducation.Culturalknowledgeeducationisdividedintoschoolculturalknowledgeeducation,utilitarianknowledgeeducation,andtraditionalculturaleducation(罗忆南,2010).First,Chineseregardshomeeducationasacontinuationofschooleducation.Afterschool,childrennotonlyhavetocompletehomeworkassignedbytheteachers,butalsohavetheirparentstosigntoconfirmthecompletionoftheirhomework.Secondly,someparentsknowthattheirchildren’sculturalknowledgeisweak.Regardlesswhetherthechildlikesit,theychoosespecialskills(art,music,sports,etc.)forchildrentotraininordertoenteragoodhighschoolandcollege.Finally,Chineseparentspayattentiontotheeducationoftraditionalvirtuessuchashumilityandrespectfortheoldandtheyoung.FromtheuncertaintyavoidanceinHofstede’ssixdimensions,weknowthattheUnitedStatesisasocietywithahighdegreeofuncertaintyavoidance.Peoplegenerallyhaveahighdegreeoftensionandaggressiveness,soitiseasytoformaninnerurgetoworkhard.Consequently,thefamilywillpaymoreattentiontotheeducationofchildren’ssocialsurvivalandpracticalability.InthefilmFrontoftheClass,attheageofsix,BledsufferedfromTourette’sdisease.Hewastorturedbythisdiseasecountlesstimes.Gradually,heregardedthisdiseaseasalifelongpartner,afriend,ratherthantormentandovercamemanydifficultiestorealizehisdreamofbecomingateacher.WhathappenedtoBledisworthlearningandadmiration.AndBled’sultimatesuccessisbecausehisfamilyeducationhasaveryfar-reachingimpactonhim.Chinaisasocietywithrelativelylowdegreeofuncertaintyavoidance.Peoplegenerally15

10haveasenseofsecurityandtendtorelaxtheirattitudestowardslife.SoChineseknowledgeeducationemphasizeonculturalknowledgeeducation.InthefilmPeacock,whenthefathernoticedthatGaoWeiqiang,theyoungestson,wasreviewinghishomework,therewasapictureofanakedwomandrawnbyhandinthebook.Hewasverysurprisedandangry.Infact,itisnormalforadolescentboystohaveinterestintheoppositesex.Butwhenthefatherfoundouthisson’scuriosity,hedid’tusereasonablemethodstoguidehisson,butscoldedhissonloudly,evencalledhimarascalandforcedhimtoquitschool.Adolescentboyshavestrongself-esteemandareveryvulnerable.Thisperiodisthekeyperiodofcharacterformation.ThereforewhatthefatherdiddestroyedthedignityofhissonGaoWeiqiangasahumanbeing.3.2.2CharacterEducationThepurposeofcharactereducationistocultivatethequalityoflife-longbenefitforchildren.Americancharactereducationincorporatesthecharacteristicsofpursuingindividualityandfreedom,whichiscalledpersonalizedcharactereducation.Americanparentstoleratetheirchildren’snaughtiness,whimsy,etc.,andcreateanatmosphereofpersonalitydevelopmentforstudents.Parentsactivelyparticipateinthecharactereducationoftheirchildrenandparticipateincommunityactivitieswiththeirchildren.ThemostprominentthinginAmericanpersonalityeducationisself-confidenceeducation.Nomatterwhatthechildlookslike,hehasaconfidentsmileonhisface.Chinesefamilycharactereducationmainlyincludestwoaspectsofchildren’sgoodmoralsandbehaviorhabits.Goodmoralsrefertothefinetraditionsofparentsincultivatingchildrentobepolite,respectingtheoldandtheyoung,andrespectingtheteacher.Theaspectofgoodbehaviorsisthatparentsteachchildrenwhattodoandwhatcannotdoinaccordancewiththestandardsofgoodchildren.Forexample,juniorhighschoolshouldaimatthekeyhighschoolexam,highschoolshouldaimatthekeyuniversitytest,andcannotdothingsthataffectlearning.AccordingtoHofstede’sresearch,thepowerdistanceintheUnitedStatesisrelativelysmallandbelongstothepowerdistancecountry.Inotherwords,Americansaremoredifficulttoacceptpowerinequalitythanpeoplefromahighpowerdistanceculture.AlthoughHofstededidnotconductacorrespondingstudyonthemainlandofChina,wecanseefromtheresultsofitsresearchonHongKongandTaiwanthatChinaiscomparativelyacountrywitharelativelylargepowerdistance.Theirawarenessofequalityisweak,buttheirsenseofhierarchyanddictatorshiparedeeper.ThisiswhyAmericancharactereducationischaracterizedbythepursuitofindividualityandfreedom,whichisindividualizedcharactereducation.ThefamilycharactereducationinChinalaystressonthecultivationofchildren’sgoodmoralityandbehaviorhabits.BecausetheUnitedStateshasalowpowerdistanceculture,therelationshipbetween15

11Americanparentsandtheirchildrenisequal,childrenareregardedasequalandindependentfamilymembers,andtheirwishesarerespected.Bledhadafirmdreamofbecomingateacher whenhewasyoung,eventhoughhewasoftendoubtedandfrustratedonthewaytoseekhisdreambecauseofhiscongenitalTourette’sdisease.Buthismother alwayssupportedhimand encouragehim,lethimfacelifebravely,andovercomedifficulties,andhefinallyrealizedhisdreamundertheencouragementandguidanceofhismother. Inaddition,becauseChinaisacountrywitharelativelylargepowerdistance.Chineseparentslayemphasisontheirownauthority,requiretheirchildrentoabidebytheestablishedrules,anddonotallowthemtorefutetheirsuggestionsunconditionally.Numerousdecisionsaremadeinlinewiththewishesofparents,andChinesechildrenhavelittlechoice.Chineseparentsalwayswanttograspeverydetailoftheirchildren’slife.InthefilmPeacock,aslongassomeonebulliedtheirstupidsoninanyjob,themotherwouldquicklyhelphersonchangejobs,andneverletherchildfaceandsolveit.Eventhesonsaid,”IchangedsixjobsandIhaven’tmadefriendsforalongtime.”Eventhesillyson knewthetruth,butthemotherdidn’t.Thesillysonwasblindedbytheloveof his mother,andheunconsciouslychosethewrongpath.Thismother’sblindprotectionmadeherson losehis basicabilitytoliveandcommunicatewithothers.Atthesametime,themother also deprivedhersonoftherightto makehisownchoice.3.3DifferentFamilyEducationalStrategiesThereareobviousdifferencesbetweenChineseandAmericanfamilyeducationconceptsintermsofchildownershipandchildrearingperiod,whichdirectlyleadtodifferencesinthecontentofChineseandAmericanfamilyeducation(周静,王永杰,2012).Thecontentdeterminesthestrategy,whichleadstodifferentstrategiesforfamilyeducationinChinaandtheUnitedStates.TheUnitedStatesadvocatesdemocracy.Whenconductingfamilyeducation,theprincipleofequalanddemocraticfamilyeducationismainlyreflectedintheequaltreatmentofchildrenasfamilymembers,parentsrespectthehumanrightsandchoicesofchildren,andchildrenhaveabsolutechoicerights.Asaresult,someAmericanchildrentendtobeself-centered.Chinesefamilyeducationmainlyadoptseducationmethodssuchastameandpersuasion,whichhighlightstheabsoluteauthorityofparents.Twoextrememethodsofover-indulgenceorover-sternnessareadoptedforchildren’seducation.Bycomparingdifferentfamilyeducationalconceptsbetweenthetwocountries,wecanseethatAmericaisacountrywithrelativelysmallpowerdistanceandisgearedtopowerdistancecountry.Inotherwords,comparedwithpeoplefromhighpowerdistanceculture,Americansaremoredifficulttoacceptpowerinequality.Sointhefamilyeducationalstrategies,theypaymoreattentiontodemocracy,theyrespectchildren’shumanrightsandchoices,andchildrenhaveabsolutechoices.15

12Comparativelyspeaking,Chinaisacountrywithalargepowerdistance,theconsciousnessofequalityisweak,buttheconsciousnessofhierarchyanddictatorshipisdeep.Asaresult,Chinesefamilyeducationmainlyadoptstame,persuasionandothereducationalmethodstohighlightparents’absoluteauthority.Americanfamilyeducationisdominatedbyshort-termorientation,withthehopethattheirchildrenwillbecomeordinarypeoplewhoenjoylifeandwork.Aslongastheyhaveindependentconsciousnessandself-careability,thereisnothingwrongwithbeingasimpleordinaryperson.SointhefilmofFrontoftheClass,Bled’smotherhasalwayssupportedandencouragedhimtopursuehisdream.Undertheinfluenceoflong-termorientation,peoplehavegreatthinkingaboutwhatmayhappeninthefuture,andstrivetoprepareforthefuture.Intermsoffamilyeducation,Chineseparentsaremoreinclinedtovaluechildren’slong-termplanningthanAmericanparents,andtheywillpreparefortheirchildren’sfutureveryearly;inthelongerterm,Chineseparentswishtheirchildrentobefilialintheirlateryears.InthefilmofPeacock,inadolescence,twonormalchildren’spursuitofdreamsandlove,onebyone,wasstrangledinthecradlebythefamilyandsociety,andthedreamsandlovegraduallydisappeared.Inthemovie,wecanalsoseethatparentsonlydisciplinetheirchildrenwithoutguidance,theyevenfindjobsfortheirchildren,andhelpthemtodosomethingthatshouldexercisethem,whichwillonlymaketheirchildrenfeelinferior,overwhelmedandafraidtodealwithothers.4.LessonsfromAmericanFamilyEducationExperience4.1ChangethePurposeofFamilyEducationThepurposeoffamilyeducationistochange“talent”educationto“socialperson”education,andtotrainchildreninto“socialperson”educationismoreinlinewithchildren’sfreegrowth.Encouragechildrentodevelopfreelyandshowtheirpersonality;encouragechildrentostriveforwealth,andgivechildrenfullchoice.Throughtheabovecomparativeanalysis,wefindthattheeducationalpurposeofAmericanfamiliesismoreabletoproduceinnovativetalentsandadapttothedevelopmentofmodernsociety.Therefore,weshouldlearnfromitsadvantages.Oureducationalpurposeshouldbechangedfrom“tobecomeanusefulperson”to“becomefull-grown”.Ourultimategoalshouldbetocultivatechildreninto“socialperson”whocanadapttovariousenvironmentsandsurviveindependently.4.2EnrichtheFamilyEducationforChildrenAlthoughculturalknowledgeisimportantinChinesesociety,socialpracticeandsurvivabilityarethekeyabilitiesforchildren’sfuturedevelopment.Ontheonehand,onthe15

13basisofemphasizingculturalknowledge,parentsshouldactivelypromotethecomprehensivedevelopmentofstudents’moral,intellectual,physical,andaestheticaspects,andpayattentiontothedevelopmentofchildren’sinterests.Ontheotherhand,theconceptofreferringtosexeducationasashameshouldbechanged,andchildren’spsychologicaldevelopment-relatedknowledgeshouldbeincorporatedintothefamilyeducationcontenttoguidechildrentocorrectlydealwithlong-termpsychologicalproblems.Moreover,Chineseparentsshouldalsochange“one-sided”educationinto“comprehensive”education.Parentsshouldimprovetheirchildren’scomprehensivequality,especiallythecultivationoftheirpotential,morality,temperamentandabilitytosolveproblemsindependently.4.3DiversifyFamilyEducationMethodsChineseparentsoftenhavemoreauthorityovertheirchildrenthandemocracy.Sucheducationcountsagainstthehealthygrowthofchildren.ItisveryimportantforChineseparentstobroadenthefamilyeducationmodeandactivelyintegratethedemocraticfamilyeducationmodeonthebasisoftheparent-ledfamilyeducationmode.Ontheonehand,parentsshouldlistencarefullytochildren’sopinionsandrespectchildren’srightswithacombinedmethodofdemocracyandpersuasion.Ontheotherhand,nomatterwhatfamilyeducationmethodisadopted,thechildshouldbeallowedtomakemistakesanddoesnotobliteratethechild’screativity.Andthemostimportantistorespectchildren’sdreamandencouragethemtochasetheirdreaminsteadofhelpingthemarrangeeverythingwhichyouthinkisgoodforthem.5.ConclusionChinaisacountrywithalonghistory.Therearemanyvirtuescarriedonfromgenerationtogeneration,butthetraditionalfamilyeducationmethodisrelativelysimple,soweshouldlearnfromsomeexcellentAmericanfamilyeducationexperiencewhileinheritingthetraditionalvirtues.Ontheonehand,weshouldinsistonequalcommunicationwithchildrenandrespectthem.Infact,condemnationandscoldingarenoteffectivesolutionstoproblems.Theycannotsolvetheproblemfundamentally,andevenleaveaseriouspsychologicalshadowontheirchildren.Forexample,whenourchildrendonotrespecttheelderly,weshouldnotscoldthem,butshouldeducatethem,respectingtheelderlyandlovingyoungpeopleisthetraditionalvirtueoftheChinesenation,anduseancientstoriestoinfluencechildren.Concurrently,parentsshoulddefertotheirchildrenandprotecttheirself-esteem.Ontheotherhand,weshouldadoptencouragingeducation.Self-confidenceisanimportantqualityindispensableforchildren’sgrowth,andshouldbecultivatedfromanearlyage.Thisrequiresthatweshouldactivelyencourageourchildren.Whenchildrenhavetroublelearningorliving,parentsshouldactively15

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