英语论文网

al punishment. Why family education is different from school education? An important characteristic is that family education is love education. However, maybe the Chinese traditional culture emphasizes “reserve”, the Chinese family is not good at expressing love, and the emotional education is very weak. The communication between Chinese parents and the child is characteristic of China. And in the Chinese family , such characters as “no”, “cannot”, “won’t do”, “do not ”appear repeatedly, the Chinese collective education is accustomed to saying to the child “should” besides using the negative term to instruct the child's behavior. This is the manifeslation of guardian authoritative colouring. Such raw and cold order phrases cause the emotional education to be blocked. But “one can not become a useful person without being beaten”, “the club helps the child to be loyal son” bring about the difficulty in strengthening the emotional educaton. According to the investigation, in the Western family, parents show the their appreciation to the children by using the encouraging language. The western parents pay great attention to individual quality and the emotional communication. The family lays emphasis on the construction and the cultivation of emotion. They can vacate their time to talk with the child, listen attentively to the child's aspirations, and emphasize heart to heart communication. In Western countries, the corporal punishment also offends the law. Moreover, the Western parents are very happy praising their own child in front of others, they think that this may raise child's self-confidence. But the Chinese modest attitude causes the guardian not to be glad to do this, because they think that it can cause the child to be arrogant, they like nitpicking and strengthening child's weakness. Eighthly, education method is different. The Chinese traditional education method is a type of education in, which people repeat what the book says and imbue the child with it. It emphasizes mechanical memorizing. That is to say, the child receives the study. There is an ancient proverb. If the book is read hundreds of times, its meaning is shown naturally”. Zhu Xi also said “read frequently then read again, if you can’t recite, until you can”. Therefore, the Chinese guardians most like seeing the child sit in front of the desk, either reciting with his head wagging, or bending over the desk doing exercises. The eyes do not leave the books; the hands do not leave the books. “Dig into books of saints oblivious of what is happening outside”. Load the stomach with ancient's knowledge and sage's experience without knowing whether they can be digested or not. The west emphasizes the child’s “power of understanding”. They like letting the child practise by himself, going to the nature, seeking the knowledge from life. Their study resides in many kinds of forms. The western family has the special cooking class, the hardwork class and the playroom. They do not think that play and study are conflicting with each other, and encourage the child to study outside, pay great attention to the child’s ability to ponder. The parents usually lead the child in seeking the nature’s mystery, help them know about the society. They carry out Dewey’s “education is life”, “school is society”. They encourage the child to go to the library, the museum to read the books he is interested in, and participate in the social practice. In addition, the