家庭教育外文翻譯-- 中美家庭教育的跨文化研究

1、<p>　　2450單詞，13600英文字符,4700漢字</p><p><b>　　外文翻譯</b></p><p>　　The Cross-culture Research Between China and American Family Education</p><p><b>　　Wang Jing</b

2、></p><p>　　Abstract：Family, which is the first Place for the children to receive initial education，plays an essential role．China and America have remarkable differences m family education．so，right underst

3、anding and drawing lessons from advanced foreign education methods are of great realistic significances to facilitate the healthy growth of children and to enhance the quality of future talent．</p><p>　　Key

4、words：family education；similarity comparison；View on cultivating children</p><p>　　l. Introduction</p><p>　　Along with the end of Chinese calendar tiger year，at the beginning of 2011，there is a

5、spread of debating on “tiger mother” phenomenon in the east coast of USA which has raised media storm and fierce debates in the US．A prepublication excerpt in the Wall Street Journal (titled “Why Chinese Mothers Are Supe

6、rior” reports the extracts of a new book written by a self-de -scribed Chinese descent on her super-strict parenting．”Battle Hymn of the Tiger Mother” Chinese mother ”refers to the different met</p><p>　　Chi

7、na is a country with a long history，splendid civilization and rich cultural inheritance, among which the family education theory id indispensable. Early in the Wei, Jin and Northern and Southern Dynasties, the first seri

8、es of family education monographs appeared. As time goes by, the rise in living standard has wakened our awareness of importance of family education.</p><p>　　Since China’s reform and opening-up, the worldwi

9、de concern with education has been up to an unprecedented level. As the primary stage of education, family education has been greatly developed both in practice and in theory. The increasing practice in family education

10、offers rich experiences to its theoretical study and put forward higher requirements as well. Many problems about family education have been emerging in China with rapid economic development in society and emergence of a

11、 large numbe</p><p>　　Today, international competition becomes increasingly fierce, and this competition is that of human quality and talent cultivation. We all know that the first place of talent cultivatio

12、n is the family, in a sense; talent competition can be viewed as that of the ability fir parent to cultivate children. Although family education has aroused he attention of all walks of life. Especially educational field

13、s in family education there still exists long-standing mistakes ideas, which do harm to the dev</p><p>　　This thesis tries to compare the relevant aspects of family education between China and American, to p

14、ut forward the enlightenment of educational reform in family education in China. We cannot say that people brought up in American families are ideal people, but the advantages of their family education are exactly what o

15、urs lack…</p><p>　　2. About Family Education</p><p>　　2.1 The characteristics of family education</p><p>　　The family is the first as well as the last school of mankind. Everyone is

16、 receiving education and participating in education activities, consciously or unconsciously during his whole life. Family education influences individuals most profoundly and lasts the longest. Unlike the ordinary schoo

17、l which is an educational institution, the family is a “special school”; therefore, family education has its own characteristics.</p><p>　　2.2 The aims of family education</p><p>　　Family educat

18、ion aims to: First, help children understand life and society, enrich their experience and lay the foundation of their future independent life , or , to be more specific, master the basic lives skill and understand and o

19、bey the basic social regulations.</p><p>　　Second, help the children have a healthy personality, which includes their creativeness and abilities of thinking by themselves so that they can face difficulties a

20、nd solve problems.</p><p>　　Third, develop children’s morality, including self-respect, self-love, confidence, accepting the multicultural society and appreciating culture and art.</p><p>　　Four

21、th, help the children have a healthy body, including knowing their own bodies, mastering exercise skill and having good living habits.</p><p>　　Fifth, to guide children in their acquisition of knowledge, inc

22、luding their curiosity for learning and their basic ability of mastering and applying knowledge.</p><p>　　2.3 The importance of family education</p><p>　　The family is the “first environment” fo

23、r the young to contact. Observe society, and acquire knowledge. It is said that first impressions are the most lasting. The foremost experience and initiative coming from family education influence the personal developme

24、nt of a young person profoundly. The living habits, language development. Behavior mode, morality and personality of the children all relate with this first environment closely. Being capable of thinking and acting indep

25、endently, the family</p><p>　　3. Differences between Chinese and American Family Education</p><p>　　3.1 A comparison between family education results</p><p>　　Different education ai

26、ms, contents and methods may lead to different results. We can catch a glimpse from the results of the two countries’ family education. Generally speaking, the characters of A American children and teenagers are active,

27、cool-headed, easy-going, independent, bold, creative and sociable. From 18 years old, most of them are independent of their families and support themselves by taking part-time jobs. They have market-oriented brains and t

28、hey participate in the management of m</p><p>　　Meanwhile, Chinese children, even college students, are superior in grade points. However, they show a negative tendency in their characters: passive, timid, d

29、ependent, etc. In a word, they lack the ability to adapt themselves to new surroundings. Such personalities are closely related with our degree-oriented society. Children are expected to be hardworking at their studies i

30、n the universities rather than to be trained in society.</p><p>　　Which of the education results can be accepted by modern society? Obviously, American family education can train children with creativity and

31、 ability to adapt to new surroundings better. What Chinese family education is training are docile scholars who are the result of the examination-oriented education.</p><p>　　3.2 A comparison between family

32、education objectives</p><p>　　Family education objectives impose restrictions on its orientation and decide its overall results. Therefore, they form the core of family education and the basic cause for the

33、difference between the two countries in family education. What are the differences of the two countries’ family education objectives? Or what are the differences between the expectations that parents have in the two coun

34、tries?</p><p>　　The objective of American family education is to raise children as social people who are able to conform to the different surroundings and being independent. Being social people is not just t

35、he whole thing; it is a basic and essential requirement, so the parents can easily develop the active elements in the children’ characters to the greatest degree. In this case, children can realize their own personal wor

36、th without considering the utilitarian objectives, such as high academic degrees and well</p><p>　　By contrast, Chinese parents are always for their children to be someone’s, to have good jobs and live in a

37、bed of roses. Firstly, the expectation of this objective is too high to be realized. To achieve this objective, what parents care most is their children’s grade point average? Parents tend to ignore children’s talent and

38、 restrict their creativity badly. Secondly, no caring about their personality and competence to conform to society. Few of the children will be successful though they do we</p><p>　　3.3 A comparison between

39、family education contents</p><p>　　American family education is rich in content and attaches importance to children’s harmonious development of physical power, cognition, sociality, language and emotion, whi

40、ch is called competence-oriented education. To enhance physical power, parents emphasis outdoor activities, such as playing on the swirls in the yard and hiking in the fields; for cognition development, they train learni

41、ng interests. For instance, parents bring their children to the library in the hope of being influenced by t</p><p>　　“Chinese family education put great emphasis on children’s all-round development. However

42、, when children come to school age, intellectual education is of overriding importance, and the education content is unbalanced”. Physically, parents ensure the nutrition of children’s daily need, protect them from being

43、 hurt and take every precaution against diseases. When compared to American education, this is defensive, static and negative. Intellectually, they buy kinds of books for the children and tea</p><p>　　3.4 Th

44、e causes for the differences</p><p>　　3.4.1 Different historical backgrounds</p><p>　　The United State is a nation of immigrants with a short history, where old-fashioned ideas are seldom preser

45、ves and new ideas are accepted easily and developed unrestrictedly under the influence of multi-cultural values. On the other hand, China is a country with a long history where values are mainly withdrawn, conservative a

46、nd lacking the venturesome and innovative spirits because of the influence of old restraints and small-scale peasant economy.</p><p>　　3.4.2 Different economic patterns</p><p>　　With all advance

47、d produced force. A booming economy, a cornucopia of employment opportunities and light living stress, American people have a broad range of choices and open careers. In this competence-oriented society, parents believe

48、that all job vocations are equal. But China is a academic-oriented society with a backward economy. In which living stress is heavy. People tend to place the happiness of their whole life on one vocation, so Chinese pare

49、nts hold that the best way of life is to do </p><p>　　3.4.3 Different cultural traditions</p><p>　　1) Different value orientations</p><p>　　American people emphasize the individual

50、interest and self-achievement, whose cultural core is man-oriented. In the family, an individual has the highest right and is independent of the family relationship. So parents treat themselves and their children as two

51、unattached units. They respect their children’s interests and choices, and encourage them not to give up their own hobbies. American parents pay more attention to enjoying their lives and they often go to cinemas, attend

52、 concerts, go danci</p><p>　　Chinese people are particular about commonness that the collective interest is superior to the individual’s. in the family , parents treat their children as the extending of thei

53、r own values. Children are the whole content of their life whose future life is designed by their parents in advance. Therefore in accord with their children’s competence, Chinese parent’ expectation is too high.</p&g

54、t;<p>　　2) Different modes of thinking </p><p>　　Americans are so rational that their family education stresses on treating the family members and affairs rationally. In their views, the obligations o

55、f fostering and educating children are equal to those of the society, not starting from the interest f the whole families and themselves. Thy raise children as their obligation, and they don’t have the tradition of expec

56、ting children to provide for their old age.</p><p>　　Chinese treat family relationship on the basis of affection. Most Chinese parents educate their children out of the consideration of supporting of their o

57、ld age and realizing their own ambitions, since they regard children as their personal properties. Their meticulous care for children hides their motives to expect returns from their children. Therefore, it is not diffic

58、ult to understand why Chinese parents are so determined to see their children succeed in life.</p><p>　　4. Conclusion</p><p>　　A comparison between family education of China and American embodie

59、s the cultural similarities and differences. The research on the similarities especially has its value. First, from individual to the country, the communication is based on mutual understanding and identification. Second

60、ly, the similarities presented between the countries that differ greatly in cultural essence of human beings. Thirdly, the same cultural phenomenon of any different region can be studied on the condition that the </p&

61、gt;<p>　　Source: 王婧. The Cross-culture Research between China and America on Family Education[J]. 海外英語, 2011(5):327-330.</p><p>　　中美家庭教育的跨文化研究</p><p><b>　　王婧</b></p>&l

62、t;p>　　摘要:家庭,這是孩子們接受初始教育的地方,起著至關(guān)重要的作用。中國與美國家庭教育有明顯的差異,正確理解和借鑒國外先進的教育方法以促進兒童的健康成長和提高未來的人才品質(zhì)有著重要的現(xiàn)實意義,。</p><p>　　關(guān)鍵詞:家庭教育,相似性比較,培養(yǎng)孩子觀</p><p><b>　　引言</b></p><p>　　隨著中國陰歷老

63、虎年的結(jié)束,2011年初,有一場關(guān)于“老虎媽媽”的現(xiàn)象在美國東海岸已經(jīng)引起了媒體風暴和激烈的辯論， 一個預(yù)播的剪輯在華爾街日報(題為“為什么中國母親更優(yōu)越”)報導了一本由一個華裔自我描述她“最嚴格”教養(yǎng)的新書里的摘錄——“戰(zhàn)斗圣歌,老虎的母親”?！爸袊赣H”在西方的概念里指不同的培養(yǎng)孩子的方法,考慮到西方的父母對他們的孩子很心軟,有利于孩子們在未來通過中國嚴格的家教得到發(fā)。一些美國讀者認為艾米蔡氏行為是虐待兒童,導致亞洲人擁有較少創(chuàng)造性

64、。而一些美國的父母表示他們也是“老虎一般的父母親“,認為西方人民應(yīng)該借鑒這些父母的嚴格，我覺得分析和比較兩種不同家庭教育模式的社會背景是很有必要的。</p><p>　　中國是一個有著悠久的歷史、燦爛的文化和豐富的文化遺產(chǎn)的國家,其中家庭教育理論是不可缺少的。早在魏、晉南北朝時期,家庭教育的第一個系列專著就出現(xiàn)了。隨著時間的推移,生活水平的不斷上升使我們意識到家庭教育的重要性。</p><p&

65、gt;　　自中國改革開放以來,全球?qū)逃年P(guān)注已經(jīng)達到空前的水平。作為第一階段的教育、家庭教育在實踐和理論上獲得了長足的發(fā)展。家庭教育實踐的增加為其理論研究提供了豐富的經(jīng)驗,同時也對其發(fā)展提出了更高的要求。隨著經(jīng)濟的快速發(fā)展和大量的獨生子家庭的增加，中國的家庭教育已經(jīng)出現(xiàn)了許多問題。隨著對教育理論的探索,許多教育學家試圖通過借鑒發(fā)達國家的家庭教育系統(tǒng)來解決這些問題。</p><p>　　今天,國際競爭日趨激烈,而

66、這種競爭歸根到底是人的素質(zhì)的，是人才培養(yǎng)的競爭。我們知道，人才培養(yǎng)的首要陣地是家庭,因此，從某種意義上說,人才的競爭是父母育兒能力的競爭。所以，世界各國在培養(yǎng)新世紀人才的教育工程中，都很重視家庭教育這一環(huán)節(jié)。雖然家庭教育在我國已經(jīng)引起了社會各界，特別是教育界的極大關(guān)注，但是時至今日，我國不少家庭的教育仍存在著誤區(qū)，它甚至成為一種頑疾，嚴重地影響著青少年一代良好素質(zhì)的形成。因此，借鑒其他國家在家庭教育中有價值的實踐，對走出我國家庭教育的誤

67、區(qū)將有很好的啟發(fā)和警醒作用。本文試圖通過中國和美國家庭教育相關(guān)方面的比較，分析兩國家庭教育差異的原因，進而提出對我國家庭教育改革的啟示。我們不能斷言美國家庭培養(yǎng)的人就是理想中的現(xiàn)代人,但他們家庭教育的合理成分正是我國家庭教育所缺乏的。因此，美國家庭家庭教育的一些實踐，能為我國家庭教育的改革提供借鑒。</p><p><b>　　2關(guān)于家庭教育</b></p><p>

68、　　2.1家庭教育的特點</p><p>　　家庭是人們的第一所也是最后一所學校。每個人在他的一生中都在自覺或不自覺地接受教育和參與教育活動。家庭教育對個人的影響是最深刻也是最長久的。不像作為教育機構(gòu)的普通學校,家庭是一個“特殊學?！保衅洫毺匦?。</p><p>　　2.2家庭教育的目的</p><p>　　家庭教育的目標:第一,幫助孩子理解生活和社會,豐富他們的

69、經(jīng)驗，為他們的未來的獨立生活打下基礎(chǔ),或者,更確切地說,掌握基本的生活技能，理解并遵守最基本的社會規(guī)則。</p><p>　　第二,幫助孩子們塑造健康的人格,其中包括他們的創(chuàng)造力和思維能力,這樣他們可以自己面對困難和解決問題。</p><p>　　第三,發(fā)展孩子們的道德,包括自尊、自愛、自信、接受多元文化和欣賞社會文化和藝術(shù)。</p><p>　　四、幫助孩子們擁有

70、一個健康的身體,包括了解自己的身體,掌握運動技能、有良好的生活習慣。</p><p>　　第五,引導孩子們的知識習得,包括他們的好奇心,為提高學習和掌握和應(yīng)用知識的基本能力。</p><p>　　2.3家庭的重要性的教育</p><p>　　家庭是年輕人接觸、觀察社會和獲得知識的“第一環(huán)境”。據(jù)說第一印象是最持久的。來自家庭教育最重要的經(jīng)驗和主動權(quán)對一個年輕人的個人

71、發(fā)展影響最深遠。生活習慣、語言發(fā)展。行為模式、道德和人格的孩子們都與這第一環(huán)境密切相關(guān)。能夠獨立的思考和行為,家庭作為濾光器,可以幫助孩子們獲得正確的價值。選擇和吸收從其他教育形式中得到的可變化的影響參照的是在早期的家庭中獲得的知識。</p><p>　　3兩國家庭教育的差異</p><p>　　3.1家庭教育結(jié)果的比較 </p><p>　　不同的教育目的、內(nèi)容和

72、方式，會產(chǎn)生不同的教育結(jié)果。我們可從中美兩國家庭教育結(jié)果的比較中略見一斑：</p><p>　　一般而言，美國的兒童、少年從小就表現(xiàn)出以下特點：性格傾向積極，遇事鎮(zhèn)定沉著，能與人和諧相處，開朗、膽大，有克服困難的毅力，敢想、敢做，具有創(chuàng)新精神；自立能力強，社會活動能力強，有作為社會成員獨立存在的信心和勇氣，他們18歲開始不依靠家庭，多數(shù)打工補貼自身的消費需用；具有適應(yīng)市場經(jīng)濟的頭腦，他們從小就參與“當家理財”，學

73、會一些推銷、與顧客溝通的能力等“經(jīng)營之道”，實踐使他們深知錢來之不易，從而養(yǎng)成了精打細算、勤儉度日的習慣。一句話，美國孩子的特點就是非智因素成熟，能力強，能較為順利地適應(yīng)社會。</p><p>　　而中國的兒童、少年，乃至大學生，雖然學習成績不亞于美國孩子，但是往往在性格上表現(xiàn)出消極傾向：做事被動膽怯，依賴性強，人際交往能力差，缺乏自立意識，不太會“當家理財”，獨立生活能力差。一句話，缺乏適應(yīng)社會的能力。中國孩子

74、的這些個性和特點，恐怕是與我國傾向于“學歷教育”有很大關(guān)聯(lián)，父母希望孩子躲在學校這座象牙塔里寒窗苦讀，不讓孩子在風云變幻的社會里摸爬滾打。</p><p>　　現(xiàn)代社會更能接納哪一種教育結(jié)果呢?顯然，美國家庭教育更能培養(yǎng)個性張揚、有創(chuàng)造力、生存力的“人”，而中國家庭教育培養(yǎng)的是“守規(guī)矩”、“會讀書”的所謂的“才”。這是中國家庭與學?！昂献鳌边M行“應(yīng)試教育”的結(jié)果。</p><p>　　3.

75、2家庭教育目標的對比</p><p>　　家庭教育的目標限制了它的方向并決定其整體的結(jié)果。因此,它們形成家庭教育的核心，是兩國家庭教育之間存在區(qū)別的根本原因,這兩個國家在家庭教育目標上有什么區(qū)別？或者說這兩個國家的父母有什么不同的期望?</p><p>　　美國家庭教育的目的是為了把孩子培養(yǎng)成一個社會人，能夠獨立地適應(yīng)不同的環(huán)境。作為社會人并不是所有的期望;這只是一個基本的和重要的要求。做

76、父母的能夠很容易在最大程度上發(fā)掘孩子們性格中的活躍因素。在這種情況下,孩子們都能在沒有考慮到功利目標的情況下了解到自己的個人價值,如高學位,收入不錯的工作。事實上,這種類型的教育總是產(chǎn)生意想不到的結(jié)果。另一方面,以這一目標為指導,孩子們在思維和行動方面被訓練得更獨立?！白屛覀儊砜纯疵恳浑A段的美國兒童的成長,當他們還是幼兒的時候,他們就自己睡;當他們能走的時候,他們自己玩耍;當他們長大了,他們有自己的房間，他們自己裝修和打掃。他們在年輕的

77、時候做自己力所能及的工作,如清潔,照顧嬰兒和投遞報紙等;當他們在高中和大學的時候，他們參加勤工儉學項目來支付自己的生活所需?！?lt;/p><p>　　與之對比,中國的家長們總是望子成龍,望女成鳳。希望他們有良好的工作，生活環(huán)境好。首先,這一期望太難實現(xiàn)，為了實現(xiàn)這一目標,父母最關(guān)心的是孩子的平均成績而往往忽視孩子的天賦,限制了他們的創(chuàng)造力。其次，不關(guān)心他們的個性和適應(yīng)社會的能力，雖然他們在在學校做的很好，但是很少有

78、成功的。</p><p>　　3.3家庭教育內(nèi)容的對比</p><p>　　美國家庭教育內(nèi)容豐富，注意讓孩子在體力、認知、語言、社會性、情感上獲得和諧發(fā)展，可稱之為“素質(zhì)教育”。在促進體力的增強上，重視開展幼兒戶外活動、體育鍛煉，如在庭院里蕩秋千，野外遠足等；在認知的發(fā)展上，重視訓練孩子的各種感官，注意開拓孩子的文化、審美視野，孩子的學習興趣，如父母到圖書館借閱圖書或?qū)W習時，喜歡帶上孩子，

79、讓其受周圍環(huán)境的熏陶，萌發(fā)學習的愿望；自己的事情自己做，并要求孩子學會具有與同伴合作、分享、互助的行為：在情感的陶冶上，指導孩子欣賞音樂、美術(shù)、舞蹈、文學藝術(shù)作品的美，如帶孩子到美術(shù)館、博物館觀看各種展品，鼓勵孩子參加藝術(shù)創(chuàng)作活動，讓孩子親身接觸、體驗大自然的奧秘。</p><p>　　中國的家庭教育內(nèi)容雖然也可以分為德、智、體、美幾方面，但往往是當孩子進入了學齡期(有的甚至在學齡前期)就開始將智育放在壓倒一切的

80、地位，使得教育內(nèi)容出現(xiàn)不平衡的傾向。在體育上，中國的家庭保證孩子生長發(fā)育所需營養(yǎng)，保護孩子的安全，注意疾病的預(yù)防與治療，與美國對比起來，這種教育是一種防御性的、靜態(tài)的、消極的保護，溫室培育起不到強身健體的作用：在智育上，向孩子傳授知識、技能，如為孩子購置各種知識性、趣味性的讀物，訓練孩子朗讀、書寫、計算等技能，在美育上，越來越多的父母，認識到“一技之長”的重要性，因而盲目培養(yǎng)孩子特殊藝術(shù)才能，如把孩子送入繪畫班、歌舞班學習，聘請家庭教師

81、教孩子學拉小提琴、學彈電子琴等，這種急功近利的做法一方面無視孩子的興趣，另一方面由于耗費大量的時間和費用，往往對孩子的要求過高而增加了他們的負擔。。</p><p>　　3.4造成差異的原因</p><p>　　3.4.1歷史背景的差異</p><p>　　美國是一個移民國家，歷史短暫，基本沒有舊思想的殘留，新觀點易于被理解，在多文化觀的影響下發(fā)展得很順利。另一方面

82、，中國是一個有著悠久歷史的國家，古舊的觀點被沿襲下來，由于小農(nóng)經(jīng)濟的影響，思想保守，缺乏改革創(chuàng)新精神。</p><p>　　3.4.2經(jīng)濟形態(tài)的差異</p><p>　　擁有先進的生產(chǎn)力，繁榮的經(jīng)濟，大量的就業(yè)機會和較小的生活壓力，美國人民有更廣泛的事業(yè)選擇，在“以能力為導向”的社會，工作性質(zhì)都是平等的。但是中國是應(yīng)試教育為主的社會，經(jīng)濟落后，人民生活壓力大，經(jīng)常把人生的全部幸福寄托在工作

83、上，所以中國家長認為最好的生活方式就是好好學習，找份好工作。結(jié)果，教育的目標是接受更高的教育和擁有高學位。</p><p>　　3.4.3文化傳統(tǒng)的差異</p><p><b>　　1）不同的價值取向</b></p><p>　　美國人重視個人興趣和成就，其文化核心是“以人為本”。在家庭中，個人是本位，個體具有最高價值，不依賴他人存在，獨立于家

84、庭關(guān)系中。所以在美國家庭中，父母傾向于把自身與孩子看成是兩個獨立的個體，他們尊重孩子的興趣和選擇，鼓勵他們不要放棄自己的愛好。美國父母注重個人生活享受，平時決不會為了孩子而放棄去聽音樂會、看電影、跳舞或約會。</p><p>　　中國人認為集體利益大于個人利益。在家庭中，父母把孩子作為自身價值的延續(xù)，孩子使他們生活的全部，他們的人生已經(jīng)被父母提前設(shè)計好了，站在成人的角度設(shè)計孩子的未來，所以中國父母的期望相對于孩子

85、的能力是過高的。</p><p><b>　　2）思維風格的不同</b></p><p>　　美國人是理性主義，美國的家庭教育推崇以理性的基本原則對待家庭成員和家庭事務(wù)。美國父母多是把撫養(yǎng)教育孩子的義務(wù)，與對社會應(yīng)盡的義務(wù)一樣看待，這是超越個人的立場，而不是完全從家庭本身或父母自身的利益來看待家庭教育。既然他們認為撫育子女是義務(wù)，也就不圖養(yǎng)兒防老。</p>

86、<p>　　中國人是情意至上，我國的家庭教育以人倫為基礎(chǔ)，以情感情理為法則，來處理家庭人際關(guān)系。我國父母把孩子看作是自己的私有財產(chǎn)，從個人養(yǎng)老或個人榮譽面子角度考慮子女教育，在無微不至的父母愛憐中隱含著較為濃厚的“投桃報李”的私情。由此說來，就不難理解為什么中國父母“望子成龍”、“盼女成風”的心情遠勝于美國，往往把家庭教育目的功利化。</p><p><b>　　4、總結(jié)</b>

87、;</p><p>　　對中美家庭教育的比較蘊含著文化的相似性和差異性，而相似性的研究更具價值。首先，從個人到國家,相互的交流都是在認識和了解的基礎(chǔ)上。其次，文化差異巨大的兩國有很多共同的意識，而這些共同的價值觀正是人類的文化本質(zhì)。再次，如果相似性和差異性能被全面的探究，任何地區(qū)的相同文化現(xiàn)象都可以被研究。對文化差異的深遠認知必須在相似性的基礎(chǔ)上實現(xiàn)。最后，在中美家庭教育方面的跨文化交流上，人們通常片面的質(zhì)疑本國