中英文對(duì)照外文翻譯(文檔含英文原文和中文翻譯)AComparativeStudyonFamilyEducationinAmericaandChinaAbstract:Inalifetime,familyisthefirstschool,inwhichparentsarethefirstteachersforthechildren.Childrenarethehopesofanation,andfamilyeducationistheelementaryeducationforchildren.Therearemanytypesoffamilyeducationintheworldandeachofthemshowsdistinctivefeaturesandiscloselyresponsivetoitsculture.AndAmericanfamilyeducationisthemostfamousoneamongthem.Therearegreatdifferencesintheconceptsofeducation,aimofeducation,methodsofeducationandcontentsofeducationbetweenAmericanfamilyeducationandChinesefamilyeducation.Thisthesiswillcompletethecomparativestudyfromthedifferences,thereasonsandtheresultsoffamilyeducationbetweenAmericaandChina.TheauthorhopestofindasatisfiedfamilyeducationmethodthroughcomparingthedifferencesbetweenAmericanfamilyeducationandChinesefamilyeducation.Atthesametime,theauthorhopesthisthesiscanprovidesomehelpfulsuggestionsforfamilyeducationinordertomakechildrengrowmorehealthilyandroundly.Keywords:familyeducationchildrendifferenceseducationforall-arounddevelopmentOutline：1.Introduction2.DifferencesbetweenChinesefamilyeducationandWesternfamilyeducation2.1Theconceptsoffamilyeducationaredifferent2.2Theaimsoffamilyeducationaredifferent2.3Themethodsoffamilyeducationaredifferent3.Thereasonsforthedifferencesmentionedabove3.1Differenthistoricalbackground3.2Differenteconomicform3.3Differentsocialconditions3.4Differenttraditionalculture4.ConclusionIntroduction:Familyeducation,schooleducationandsocialeducationarethethreebigandindispensablepropsofeducation.Theyareplayinganimportantpartinthewholeeducationalcause.Homeeducation,however,holdsamoreessentialpositioninthedevelopmentofapersonwhichiscloselyrelatedtotensofthousandsoffamilies’vitalbenefitsandurgentneed.Inthemodernsocietyincreasingattentionhasbeenpaidtofamilyeducation,makingitbecomeahotspotofsociety.Throughouttheages,scoresofintelligentmenhastakengreatdelightinthefieldofhomeeducation,andquitesubstantialprogresshasbeenachievedgenerationaftergeneration.Ingeneral,familyeducationmaintainsagoodmomentumofadvancement;andithasalreadybeenbroughtintothefocusofpeople.Butitiscannotbedeniedthatweakpointsstillexistinfamilyeducation.Nowadays,numerousproblemsemergefromfamilyeducation,especiallyinChina.ChineseandWesterntraditionalhomeeducationarebothgreatdealofdiversity.Thefamilyeducationisundertheinfluenceoftraditionalculture.Chinesesocietyattachesgreatimportancetofamilyeducation.China’srichculturaltraditionsofeducationincludeexcellentingredientsinhomeeducation.WhilewiththedevelopmentofeducationandtheintroductionofWesterneducationalthoughts,Chineseparentsshowalossofhelplessnessfacingthetraditionalandmodernthoughts。Becauseofthis,it’snecessaryforustocompareChineseandwesternhomeculturefromallaspects.DifferencesbetweenChineseandWesternfamilyeducation1.Theconceptsoffamilyeducationaredifferent.ThedifferenteducationconceptsbetweenAmericaandChinaleadchildrentoreceivedifferenteducation.InChina,manyparentsonlycareaboutwhetherthechildrenhaveapromisingfuture,agoodjob,agoodlifeornot.Basedontheseexpectations,themajorityofparentsfeelthattheirresponsibilityfortheirchildrenistocreateasgoodconditionsaspossibletheycansothatthechildrenwillnotworryaboutanythinginthefuture2.Chineseparentswouldliketoprovideeverythingwhattheycanfortheirchildrenintheprocessofchildren’sgrowth.Inshort,theywouldliketosacrificeanythingiftheirchildrencanlivebetterwiththeirhelp.Therefore,intheprocessofchildren’sgrowth,themostimportantthingtheparentsconcerningistodeveloptheirchildren’sintellect,exceptforcaringchildren’sdailylife.Inordertomaketheirchildrenhaveagoodperformanceinstudy,becomeoutstanding,orevenbecomeafamouspersoninthefuture,Theywouldnotletchildrendoanythingexceptstudying.Contrastively,Americanparentsgenerallybelievethatthegrowthofchildrenmustrelyontheirownstrengthandexperiences.Basedonthisconcept,mostAmericanparentsemphasizemoretotraintheirchildren’sabilityofindependenceoncetheyarebornbecausetheythinkthatchildrenshouldformaself-supportingwillandthecapacitytoliveindependentlysincetheirchildhood.Andthecapacitycomesfromthetrainingintheearlyage3.Inthefilm《GuaShaTreatment》4,thereisascenethatDatongorderedhissontoapologizetohisboss’ssonwhenhissawhissonwasfightingwithhisboss’sson.What’smore,heslappedhissoninthefacewhenhissonrefusedtoapologize,whichgavehisbossacquireashock.Hisbossbecameconfusedwhythefatherwouldshowtheregretbystrikinghisson.Thissceneandtheboss’sconfusionreflectthedifferentconceptsbetweenthetwocountries.TraditionalChinesefamilyeducationemphasizekindheartednessandbedience5,sowecansaythatChineseparentslikeDatonginthefilmalwayswanttomodeltheirchildren.Onthecontrary,Americachildrenhavemorerightsofautonomybecausetheirparentsemphasisonjusticeandfreedomintheprocessoffamilyeducation.2.TheaimoffamilyeducationisdifferentTheaimoffamilyeducationistofosterthechildrentogrowinsomedirectionbyfamilyeducation.Itistherestrictivefactorforthedirectionoffamilyeducation,decidingthegeneraleffectofit.Sotheaimoffamilyeducationisthecoreoffamilyeducationandthefundamentalreasonforthedifferencesbetweenthetwocountriesonfamilyeducation.Thereisanessentialdifferencebetweentwocountries’aimoffamilyeducation,withtoexpectthechildtobecomeanoutstandingpersonageandtohopethechildtobeancomprehensiveandindependentpersongivingexpressionstothedifference.TomostChineseparents,theaimisexpectingtheirchildtobea“dragon”,whichis“wangzichenglong”inChinese.ButAmericanparentstakehopingthechildtobeamanofabilitywhichis“wangzichengren”inChineseastheiraim.ForChineseparents,theiraimistodoanythingtosupporttheirchildrentogethighmarks.Whatformsapparentcontrasttoitis,Americaparentsgivetheirchildrenmoretrainingaboutimprovingabilities.Theytrytotraintheirchildrentohavetheabilityofadaptingtoenvironmentalvarietyandtheabilityoflivingindependently.3.ThemethodsaredifferentbetweenAmericaandChina.Thedifferencesofconceptsandaimcausethechildrentobetaughtbydifferentwaysandmethods.InChinesefamily,affectedbyChinesetraditionalculture,parentseducatechildrenby“control”and“seal”type.Therearethreetipsforit(1)Chineseparentsprepareallthingsfortheirchildrenindailylife.InChinesefamily,childrendon’thavetodoanyhousework.(2)Chineseparentsprotectthechildrentoexcessinsocialactivities.Manychildrenarepreventedfromexposuretotheouterworldbecausetheirparentsworryaboutchildren’sbeingaffectedbybadthings8.(3)Chineseparentshavearatherstrictattitudetowardchildren’sstudy.Parentsregardthegradesastheonlystandardforfuturesuccess.“TasksSea”strategyisoftenusedinstudy.Chinesechildrenaretiredofdoingmanyextraexercises.SoChinesechildrenspendmoretimeinstudyingthandoingotherthings.WhataboutAmericachildrenLet’stalkaboutthefamousfilm《ThePacifier》9.Inthefilm,itmaybeunconscious,butShaneWolfehadletthekidsmastermanyskillsbytrainingthemduringthetimewhenhecaredthem.SoAmericanparentsbringuptheirchildrenbythemethodof“l(fā)ettinggo”but“notindulging”toexercisechildren’sabilitiesofindependentliving.4.ThedifferentcontentsoffamilyeducationbetweenAmericaandChina.Thedifferencesoffamilyeducationbetweenthetwocountriesarealsoreflectedinthecontentsoffamilyeducation.AlthoughthecontentsofChinesefamilyeducationcanalsodividedintomoraleducation,intellectualeducation,physicaleducationandartisticeducation,intellectualeducationhasbeenthemostimportantonesincetheygotoschool.However,thecontentsofAmericanfamilyeducationisabundant,whichpaymoreattentiontotheharmoniousdevelopmentoflanguage,emotion,knowledgeandsoon.Itistheso-called“educationforall-arounddevelopment10”.Ⅱ.Thereasonsforthedifferencesmentionedabove:1.DifferenthistoricalbackgroundChinawithalonghistoryhasasortofcohesiveandconservativesenseofworth,whichislackofspiritofadventureandinnovativeconsciousness.Thereisashortageofenvironmentinwhichpeoplecanacceptnewideas.Bycontrary,Americaisanationofimmigrantswithashorthistory,thereremainssolittletraditionalculture.Withtheinfluenceofmulticultureandsenseofworth,itiseasytoacceptnewthoughtsandculture.SoAmericachildrenarebetterattakingrisksandinnovating.2.DifferenteconomicformChinahasalonghistorywithalargepopulation.Therefore,therearesofewopportunitiestofindajobevenagoodjobwhichcandecideone’slifehappiness.Andgettinghighmarkshasbecomeanecessaryconditiontohaveagoodjobandfuture.TheconditionofeconomyinAmericaisbetterthanthatinChina,sotherearemoreemploymentopportunitiesinAmerica.Americanparentsthinkprofessionisnotdistinguishedwhetheritisnobleornideringaslongastheycansurviveinsociety.3.DifferentsocialconditionsSofar,socialsecuritysystemandold-agecarehavenotbeenperfectinChina.ManyChineseparentstaketheirchildrenastheirprivatepossessioninordertoreceivethechildren’sreturn,whichisreflectedinthemethodsofeducation.Forthisreason,theirchildren’shighscoreshavebecometheiroriginofpride.ButinAmerica,thereisaprosperdevelopmentofeconomyandsanesocialsecuritysystem,soAmericanparentsdon’tcountontheirchildren’ssupport.Theyseeeducatingchildtobeanindependent,conscientiousandkindheartedpersonastheirduties.4.DifferenttraditionalcultureInChina,peopleadvocatecollectivismwhichemphasizesthecollectiveinterestsmoreimportantthanpersonalinterests.Therefore,Chineseparentsusuallyreplacechildren’sinterestsbytheirownwillsandthoughts.Theydesignchildren’sfuturestandingintheadultangle.What’smore,inChinesefamily,parentscanraisetheirchildreninthelifetime.However,stressingpersonality,upholdingindividualdevelopmentandcaringaboutpersonalbenefitareallthecoresofAmericanculture.RationalisticAmericanparentsinsistthatchildrenafter18yearsoldshouldbeindependentandnotrelyontheirparents.Ⅲ.TheresultsoftwodifferentkindsoffamilyeducationTheresultsoffamilyeducationinthetwocountriesalsodisplayobviousdifferencesbecauseofthedifferencesofeducationconcepts,aim,methodsandcontents.Thesearemainlyreflectedinfiveaspects.1.AbilityofadaptingtothesocietyMostAmericanchildrencanadapttothesocietymoresmoothlythanmanyChinesechildren.Theycanfaceandovercomesetbacksmoreeasily.2.AbilityoflivingindependentlyComparedwithindependentAmericanchildren,Chinesechildrenhaveparticularlymuchrequirementsandstrongdependence,andtheyalwayswanttogetothers’care.3.InterpersonalrelationshipsAsaresultofparents’overprotection,Chinesechildrenhavefewabilitiesofpersonalinteraction.Americanchildrenareoppositeatthispoint.4.ResponsibilityofsupportingtheoldGenerallyspeaking,ManyAmericanchildrenlackthesenseofresponsibilitytosupporttheirparentsincomparisonwithChinesechildren.5.TherelationshipamongfamilymembersAsawhole,therelationshipamongChinesefamilymembersismoreharmonythanthatamongAmericanfamily.TherelationshipofChinesefamilyisveryclose,butinAmerica,familymemberslooklikeseparateindividuals.Ⅳ.DiscussionsandSuggestions14:Inthisthesis,itisonlyagenericcomparativestudyonfamilyeducationinAmericaandChina.Ofcourse,thereisalsodistinctivenessonit.Inaddition,comparedwithChinesefamilyeducation,Americanfamilyeducationalsohasitsobviousshortage.SotheaimofthisthesisisnottotallytorepudiateChinesefamilyeducationorwhollytoacceptAmericanfamilyeducation.Intheend,bythecomparativestudyonfamilyeducationinAmericaandChina,thewriterwantstocausereformideasofChinesefamilyeducationinordertoimproveChineseeducationlevel.Accordingtoourcountry’sspecialcircumstances,thenumberofone-childfamilyisbecominglarger,sofamilyeducationmustbeimprovedintheprojectofeducationalreformanddevelopmentandfamilyeducationmustbecombinedwithschooleducationandsocialeducation.Therefore,itisnecessarytochangetraditionalfamilyeducationideas.(1)Chineseparentsshouldeducatetheirchildreninsocialenvironment,inotherwords,theyshouldnotonlyteachtheirchildrentheknowledgeofsurvival,butalsotheresponsibilitiesforthesociety.(2)Chineseparentsmustcultivatetheirchildren’sconsciousnessofindependence,self-support,cooperationandthespiritofcaringforothers.(3)InChina,educationforall-arounddevelopmentshouldbevigorouslyadvocatedandimplementedeffectively.(4)MuchcanbelearnedfromeachotheronthewaysoffamilyeducationforAmericaandChina.Inaword,familyeducationisveryimportant.Withthedevelopmentofsociety,allaspectsoffamilyeducationneedstobeimproved.Epilogue:ThisisthefirsttimeformetowritethesisinEnglish,andIhaven’thadenoughknowledgeandexperience,sotheremustbesomeshortcomings.Iwillappreciateitthatmyteachercanbekindenoughtopointthemistakesandhelpmetocorrectthem.Inthemeantime,IwillstudyhardtoknowmoreaboutfamilyeducationinAmericaandChinaandmakegreaterprogressinthefuture.References:1.《OnculturedifferencesinChina-U.SFamilyEducation》GaoweiliangWangliyan（《TheAgeOfScience》2006.11）2.《Familyeducationpresentsituationofpreschoolchildren(revisededition)》.LishenglanTheEastChinanormaluniversitypress.3.《EnlightenmentonfamilyeducationinAmerican》（《ResearchandpracticeofEducation》2005.04）4.《GuaShaTreatment》Zhenxiaolongdirector5.《ComparisonbetweenChineseandAmericanfamilyeducationofdifferentculturaltraditions》Tangmei（《Theworldeducationinformation》2007.4）6.《OnthedifferencesbetweenChineseandAmericanfamilyeducation》Zengzhilan（《JournalofTaiyuanNormalUniversity》(SocialScienceEdition)2006.1）中美家庭教育對(duì)比研究摘要：家庭是人生的第一所學(xué)校，父母是第一任教師。兒童是一個(gè)民族的希望，而家庭教育對(duì)兒童來(lái)說(shuō)是最初等的教育。家庭教育是人生中關(guān)鍵的環(huán)節(jié)，人人都很重視。世界上有許多種不同的家庭教育方式，而且每一種方式都呈現(xiàn)出與之文化相關(guān)的獨(dú)具特色的特點(diǎn)。其中美國(guó)的教育最為著名。針對(duì)中美家庭教育，我們可以看到存在很大的差異，中美家庭教育在教育觀念、教育目的、教育方法和教育內(nèi)容上都存在著許多顯著的差異，本文將從中美家庭教育的差異、差異產(chǎn)生的原因以及不同結(jié)果等三個(gè)方面開(kāi)展對(duì)比研究。關(guān)鍵字：家庭教育孩子差異素質(zhì)教育引言家庭教育、學(xué)校教育以及社會(huì)教育是教育中必不可少的三大組成部分。他們?cè)谡麄€(gè)教育事業(yè)中起到非常重要的作用。然而，家庭教育在一個(gè)人的發(fā)展中占據(jù)了更加重要的地位，這和成千上萬(wàn)個(gè)家庭的重大利益和緊迫需要密切先關(guān)。在現(xiàn)代社會(huì)，家庭教育已經(jīng)引起了很大的重視，家庭教育業(yè)因此成為了社會(huì)的熱點(diǎn)問(wèn)題。長(zhǎng)久以來(lái)，有智慧的人的分?jǐn)?shù)在家庭教育領(lǐng)域占據(jù)了很大的比重，并且在一代又一代的發(fā)展中取得相當(dāng)大實(shí)質(zhì)性的進(jìn)步。總的來(lái)說(shuō)，家庭教育正保持著一種好的發(fā)展態(tài)勢(shì)；并且已經(jīng)順利地進(jìn)入人們的視野。但是不可否認(rèn)的是家庭教育中仍然存在很多很多問(wèn)題。現(xiàn)如今，家庭教育，尤其是中國(guó)的家庭教育已經(jīng)出現(xiàn)了很多問(wèn)題。中國(guó)和西方傳統(tǒng)的家庭教育都存在很大的不同。兩種家庭教育也正受到傳統(tǒng)文化的影響。中國(guó)社會(huì)非常看重家庭教育，中國(guó)豐富的教育文化傳統(tǒng)包括家庭教育中優(yōu)秀的部分。然而隨著教育的發(fā)展以及西方文化思想的引入。中國(guó)的父母在面對(duì)傳統(tǒng)及現(xiàn)代教育思想時(shí)顯得有些無(wú)助。正因?yàn)槿绱耍托枰覀儚母鞣矫鎸?duì)中西方的家庭教育做一個(gè)比較。家庭教育是一個(gè)人成長(zhǎng)過(guò)程中的關(guān)鍵環(huán)節(jié)，孩子所接觸到的第一個(gè)環(huán)境是家庭，父母是他們的第一任老師，家庭是他們的第一所學(xué)校，所以家庭教育是孩子成長(zhǎng)、發(fā)展的基礎(chǔ)，是孩子走向社會(huì)的橋梁，無(wú)論實(shí)在中國(guó)還是在美國(guó)，這一點(diǎn)都是不容質(zhì)疑的。但是，對(duì)于中美家庭的教育，確實(shí)存在很大的差異，那么應(yīng)該如何對(duì)待這一差異呢？我們不能絕對(duì)的說(shuō)誰(shuí)好誰(shuí)壞，而是要用客觀的眼光加以評(píng)價(jià)。對(duì)此，我們應(yīng)該想美國(guó)借鑒，取其之長(zhǎng)，補(bǔ)己之短。一、中美家庭教育的差異（一）教育觀念的差異中美教育觀念的差異決定了兩國(guó)孩子所受教育的不同。在中國(guó)，家長(zhǎng)往往著眼于孩子的未來(lái)，他們更注重孩子是否能找個(gè)好工作，能否在順境中度過(guò)一生。基于這種期望，大多數(shù)中國(guó)父母認(rèn)為他們的主要職責(zé)是盡他們所能為孩子創(chuàng)造優(yōu)越的條件讓孩子過(guò)上更好的生活。在孩子的成長(zhǎng)過(guò)程中，父母為孩子做各種事情。簡(jiǎn)言之，如果能讓孩子生活得更好，他們?cè)敢庾龀鋈魏螤奚虼耍诤⒆映砷L(zhǎng)中，父母除了關(guān)心孩子的日常生活外只關(guān)注發(fā)展他們的智力。基于學(xué)習(xí)好才能有個(gè)好未來(lái)的立場(chǎng)，除了學(xué)習(xí)他們不允許孩子做任何事情。對(duì)比來(lái)說(shuō)，美國(guó)家長(zhǎng)一般認(rèn)為孩子的成長(zhǎng)必須依靠自身的力量和經(jīng)歷，因此他們從孩子出生起就注重培養(yǎng)和鍛煉孩子，他們的著眼點(diǎn)在于培養(yǎng)孩子具有適應(yīng)各種環(huán)境和獨(dú)立生存的能力。在電影《刮痧》中有這樣一個(gè)場(chǎng)景：一位中國(guó)父親大同在看到自己兒子與他的外國(guó)老板的兒子打架的時(shí)，讓他的兒子向老板的兒子道歉，遭到拒絕之后給兒子一個(gè)耳光。但這一幕卻讓他的老板感到特別吃驚，很迷惑為什么一個(gè)父親要通過(guò)打自己的兒子來(lái)表示對(duì)別人的歉意？這就是中美兩國(guó)在家庭教育上存在的一個(gè)明顯差異。傳統(tǒng)的中國(guó)家庭教育強(qiáng)調(diào)仁愛(ài)與服從，所以我們可以看出許多像大同一樣的中國(guó)家長(zhǎng)通常喜歡“塑造”孩子，希望孩子按自己的意愿去發(fā)展。正相反，美國(guó)孩子擁有更多的自主權(quán)，因?yàn)槊绹?guó)家長(zhǎng)在家庭教育中更注重公正和自由。（二）教育目的的差異家庭教育的目的就是通過(guò)家庭教育培養(yǎng)孩子朝著某一方向成長(zhǎng)。家庭教育的目的制約了家庭教育的方向，決定其總體效果，所以家庭教育目的是家庭教育的核心，是決定中美兩國(guó)家庭教育差異的根本原因。中美家庭教育目的存在著本質(zhì)的差別，中國(guó)父母“望子成龍”的期望和美國(guó)父母“望子成龍”的希望正好體現(xiàn)了這種差異。對(duì)于大多數(shù)中國(guó)家長(zhǎng)來(lái)說(shuō)，“望子成龍”是中國(guó)家庭教育中家長(zhǎng)畢生的期望，而美國(guó)家長(zhǎng)更希望自己的孩子成為一個(gè)有能力的人。因此，中國(guó)家長(zhǎng)的目的就是盡全力支持孩子考高分，與之形成鮮明對(duì)比的是，美國(guó)家長(zhǎng)對(duì)孩子進(jìn)行更多的提高能力的培養(yǎng)。他們?cè)噲D培養(yǎng)孩子適應(yīng)各種社會(huì)環(huán)境和獨(dú)立生活。（三）教育方式的差異不同的教育觀念和目的導(dǎo)致了不同的教育方式。在中國(guó)，當(dāng)代教育教育受傳統(tǒng)的家庭觀念影響，家長(zhǎng)對(duì)孩子往往實(shí)行管束式和封閉式的教育。主要體現(xiàn)在一下三個(gè)方面：1.生活上的包辦代替。在中國(guó)家庭生活中，孩子往往不用做家務(wù)。2.社交上的過(guò)度保護(hù)。不少家長(zhǎng)怕孩子吃虧或?qū)W壞，于是限制孩子與外界的接觸。3.學(xué)習(xí)上過(guò)于嚴(yán)厲。古往今來(lái)，應(yīng)試教育一直深深桎梏著中國(guó)家長(zhǎng)們的思想，導(dǎo)致家長(zhǎng)們把孩子的學(xué)習(xí)成績(jī)與能否考取高等學(xué)府視為孩子成才的唯一標(biāo)準(zhǔn)，所以孩子們經(jīng)常用“題海戰(zhàn)術(shù)”，不得不做家庭作業(yè)之外的一些練習(xí)。所以，中國(guó)孩子在學(xué)習(xí)上花費(fèi)了更多的時(shí)間。美國(guó)孩子呢，讓我們來(lái)探討一下電影《超級(jí)奶爸》。在電影中，盡管可能是無(wú)意識(shí)的，但是在照顧孩子的過(guò)程中男主角培養(yǎng)孩子們學(xué)會(huì)了很多技巧。所以說(shuō)，美國(guó)家長(zhǎng)培養(yǎng)孩子是采用“放手而不放任”的方式進(jìn)行性的。（四）教育內(nèi)容的差異中美兩國(guó)家庭教育之間的差異同樣也體現(xiàn)在教育內(nèi)容上。雖然中國(guó)家庭教育的內(nèi)容可以分為道德教育、智力教育、體育教育和美感教育，但是在學(xué)校里最重要的還是智力教育。然而，美國(guó)家庭教育的內(nèi)容很豐富，他們更加注重語(yǔ)言、情緒、知識(shí)等的和諧發(fā)展。這就是所謂的“全面發(fā)展教育”。二、中美家庭教育產(chǎn)生上述差異的原因分析1.不同的歷史背景中國(guó)歷史悠久，文化價(jià)值觀多是比較內(nèi)斂和保守的，缺少冒險(xiǎn)精神和創(chuàng)造意識(shí)，在整體上也缺少一種接受新思想的環(huán)境。對(duì)于來(lái)說(shuō)，美國(guó)是一個(gè)歷史比較短的國(guó)家，舊有的思想文化保留得很少，在多元文化、思想價(jià)值觀的影響下，能夠較快地接受新的思想和文化，因此，他們更多的具有冒險(xiǎn)和創(chuàng)新精神。不同是經(jīng)濟(jì)形式中國(guó)人口眾多，就業(yè)機(jī)會(huì)少，就業(yè)壓力大，找個(gè)能決定未來(lái)幸福的工作就更難，而考取高中就成為了擁有一份好工作和美好未來(lái)的必要條件。美國(guó)的經(jīng)濟(jì)條件比中國(guó)好，所以就業(yè)機(jī)會(huì)也比較多。在美國(guó)，家長(zhǎng)認(rèn)為職業(yè)不分高低貴賤，只要能在社會(huì)立足即可。不同的社會(huì)條件到目前為止，中國(guó)的社會(huì)保障和養(yǎng)老保險(xiǎn)制度還不是很完善，許多中國(guó)家長(zhǎng)為了接受孩子的回報(bào)把孩子當(dāng)做自己的私有財(cái)產(chǎn)，在這些教育方式中有所體現(xiàn)。正因?yàn)檫@樣，孩子的高分往往成為他們驕傲的資本。而在美國(guó)，經(jīng)濟(jì)繁榮，社會(huì)保障制度健全，所以美國(guó)家長(zhǎng)不指望孩子的贍養(yǎng)，他們把培養(yǎng)孩子成為一個(gè)獨(dú)立的、有社會(huì)責(zé)任感和同情心的人作為自己的職責(zé)。不同的傳統(tǒng)文化在中國(guó)比較推崇強(qiáng)調(diào)集體利益高于個(gè)人利益的集體主義。因此，中國(guó)家長(zhǎng)往往以自己的意志替代孩子的興趣，站在成人的角度設(shè)計(jì)孩子的未來(lái)。而且，在中國(guó)家庭中，父母可以照顧孩子一輩子。然而，強(qiáng)調(diào)個(gè)人主義、崇尚個(gè)人發(fā)展