英语论文网

e division in education brings about some bad results. Either in China or in the West mother is almost described in many cultures as the main fosterer, and then father plays only a part. The father is the main undertaker who teaches the child to know the rationality education. Mother is responsible for child's food and drink in daily life, the material guarantee, the emotional satisfaction and so on, is also the main undertaker of child’s emotional cultivation. Its result is that the child holds his father in awe and veneration and causes the poor relation between child and father, and thus affects child's perfect development. 4th, pay attention to the training the children’s longing for knowledge, value reading. The Chinese parents of ancient times, fully realized this truth, they guided the childern in reading the Four Books and the Five Classics when they are young, all the various schools of thought, stimulated their desire for seeking knowledge. The western parents also focus on family reading. The childern must listen to section of stories before sleeping, and this is a fine tradition of Western family education. 5th, attach importance to teaching by personal example as well as verbal instruction. The parents are child's models, usually a simple movement is more effective than the inculcation of ten thousand instructions. However, the traditional family education in China, on account of the respective differences in more aspects is different from that in the West . They have their own characteristics between regions and cultures. To begin with, the tendency of education is different. The Chinese parents lay emphasis on social enlightenment, ignore the growth of children. The Chinese parents take the social compatible enlightenment seriously, but often neglect the development of children's characteristics, they often train the children under established forms , and lay down the broad road for their growth. The western parents provide the children a environment for growth resistant to them, and foster their tenacious individuality and the good conduct, and they choose their idea and way of cultivation according to the change of society and the characteristic of children physical and mental. Secondly, the value of family education is different. The function of China’s family education is forced by the China’s traditional culture. The Chinese traditional Confucian culture emphasize “the cultivation of one’s moral character, the running of one’s family, the administration of a state, the peace and security of the world”. In this directional thought, the family education is bestowed on the direct social significance. In addition, the Chinese traditional culture also regards the family education and children's individual growth as the direct correlative causes and effects. The Chinese parents care about the reputation in educating the child, thinking educating the child to become a useful person is their achievement, but if not, the parents feel shameful. The education's goal is for earning their living, for honor. The western family education is different from china in the educational goal. Education is not the preparation for earning their living, but for survival. “The learned education” they emphasize has the value of molding one’s mind, one kind of value which has nothing to do with the utility or the occupation consideration.Perhaps many Chinese parents deny this point, and think that