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AcontrastivestudyofeducationalmethodsandconceptsbetweentheWestandChinaCollege:CICEGrade&Class:2013USGroupmembers:Chocklee李卓文：201311700298Jayline朱机林：201311700300Hannah彭予心：201311700301Lesson：InterculturalCommunication(跨文化交际)Teacher：Robby罗超 【Abstract】ThispapercentersonthedifferenteducationsbetweentheWestandChinabycomparingandanalyzingseveralconcreteexamples.Besides,itprovidessomeadviceonimprovingoureducationmethodsandhowtostimulatestudent’spotential.【KeyWords】China,theWest,Differences,Education【Introduction】ThereisastrangephenomenonthatChineseparentconsidertheirchildrencan’tloseatthestartinglinesothattheyarecrazyforsendingtheirchildrentovariousoftrainingclasses,suchasdancing,painting,piano,MathematicalOlympiadclassetc.thoughchildrenareunwilling.Thatlendstoexcessivedevelopmentofintelligence.【Body】Ⅰ.LearnwhattheylearnintheappropriatetimeInGermany,thereisafactthatamotherasktheteacherifherchildlearnextraskillorknowledgebeforegoingtoschool.Andtheteacherlookedatherweirdlyandreplied:“Youshouldletyourchildkeepupwithothers.”Excessiveknowledgeespeciallythosecramminglectureswillmakechildren’sbrainbecomeharddrives,andtheywilllosetheabilityofinitiativethinkingTheirlawprohibit childrenfrombeingeducatedinadvance.Mosteducationalexpertssaid:Growinguphappilyandinnocentlyistheonlytaskforthepreschoolchildren.Theexpertsthoughtplayingisthenaturewhichkidsarebornwith,asforparents,theydonotgoagainsttheruleofchildren’sgrowing.TheGermaniceducationstressesonlearningthroughthegame.1)Inthekindergarten,therearemulti-agestudentsinaclass,teachersdon’tdividebig-classorsmall-classbecauseofage.Thepurposeistoteachthemhowtogetalongwithotherpeople,andtoformgoodhabit,fraternalcooperation,andwaysofthinkinganddoing.However,inChina,theygetdowntostudygradeonebooks,incasetheycannotkeepupwithsome“genius”.Butactually,thereisnotnecessarytodothat,whattheycurrentlylearnwillbetaughtingradeone,anditisnotsodifficultforthisagetolearn.2)Intheprimaryschool,studentsendedtheirroutinestudyatnoon,intheafternoon,theydon’tneedtoattendextralessons,unlesstheyareinterestedinswimmingandart,andtheotherstudentswillstayathome.Onthecontrary,Chinesepupilsarerequiredtolearninafull-timeschool.Itmeanstheyspendalldayinschool.Theystudyfrom7a.m.to5p.m.afterschooltheyareforcedtoparticipateinallkindsofskilllesson,forexample,calligraphy,abacusmentalcalculation,musicandinstrument,sport,evenstudentsdislikethem. Afterthat,theyfinallyhavetimetodotheirendlesshomeworkuntil11p.m,sothattheynotonlyhavelesstimetochasetheirgiftsandhobbies,butalsotheyareoverwhelmedandswallowedbythetoughstudy.Sofar,peoplemightconcernedamatterthatGermanystudentswillloseatthestartingline,andChinesestudentaresuperiortothem.Inreality,despitethosecontroversiesandevaluationsofthetwocountries,thereisarealstatisticthatalmosthalfoftheGermansareawardedtheNobelPricesinceitwassetup,inotherword,82,000,000tookawayit,andtherestofmorethan6billionpeoplepossessedtheotherhalf.Seemingly,Chinesestudentshavemoresolidpreschoolandelementaryknowledge,besides,theyhaveoneortwoperformingskills,butbecauseofthat,Chinesestudentfallintoacircleofpassivelyreceivedknowledgeandlosetheirpassionforthinkingontheirowninitiative.AndwhatImentionedthatwillhaveabadinfluenceontheirsubsequentstudy.Ⅱ.Attachesgreatimportancetotheself-confidenceGermanspayattentiontoformtheself-confidence.Theyrealizeitwassignificantduringthegrowing,anditisoneofthebasicfactorsofhandlingissues.Whentheirchildrengotasmallmarginofprogress,theywillnothesitatetogivethemimmediateencouragementandpraise.Let’stellyouastory,HelmutKohl,the ChancellorofGermany,whenhewasyoung,hisfathertoldhimalotencouragewords.Thoughhecan’tfullyunderstandthemeaningofit,heacquiredmuchconfidenceandpower.Evenifhegot59pointsinthelastexam,hegot60pointsthistime.Parentsshouldbeproudofthe1pointimprovement.Oneafteronepraisewillcontributetothegreatandstrongchildren’sself-confidence.Therefore,therecognitionandpraiseistheoriginalspringofkid’sself-confidence.Bytheway,InGermanprimaryschool,teachersoftengivethe1to6points,insteadofmarkingwithspecificpoints.Andthepointsareonlyknownbythemselvesandtheirparents.Itcanavoidtheunrealisticcomparisonsandchildren’sself-confidence.WhileinChina,parentscareabouttheexactmarks,andchildrenareaskedfor100points,theyafraidthe99pointswillcausethestrictscoldandpunishmentsfromtheirparents.Andeventually,theyarecrazyforbecomingNo.1andtheyseekforthefameandgainratherthanthetruthandknowledge.ThereisamisconceptionamongChinesepeoplethatthechampiongoteverything,buttheydon’tawareoftheyarelosingsomethingimportanttothemgradually,andovercompetitivenesscanblindtheireyes.III．Emphasizesindividualandself-possessionThetraditionaleducationinChina,onaccountoftherespective differencesinmoreaspectsisdifferentfromthatintheWest.Theyhavetheirowncharacteristicsbetweenregionsandcultures.Tobeginwith,thetendencyofeducationisdifferent.TheChineseparentslayemphasisonsocialenlightenment,ignorethegrowthofchildren.TheChineseparentstakethesocialcompatibleenlightenmentseriously,butoftenneglectthedevelopmentofchildren'scharacteristics,theyoftentrainthechildrenunderestablishedforms,andlaydownthebroadroadfortheirgrowth.Thewesternparentsprovidethechildrenaenvironmentforgrowthresistanttothem,andfostertheirtenaciousindividualityandthegoodconduct,andtheychoosetheirideaandwayofcultivationaccordingtothechangeofsocietyandthecharacteristicofchildrenphysicalandmental.Secondly,thevalueofeducationisdifferent.ThefunctionofChina’seducationisforcedbytheChina’straditionalculture.TheChinesetraditionalConfuciancultureemphasize“thecultivationofone’smoralcharacter,therunningofone’sfamily,theadministrationofastate,thepeaceandsecurityoftheworld”.Inthisdirectionalthought,theeducationisbestowedonthedirectsocialsignificance.Inaddition,theChinesetraditionalculturealsoregardstheeducationandchildren'sindividualgrowthasthedirectcorrelativecausesandeffects.TheChineseparentscareaboutthereputationineducatingthechild,thinkingeducatingthechildtobecomeausefulpersonistheirachievement,butif not,theparentsfeelshameful.Whenthechildgoestocollege,theparents’comparisonismoreintense.“Whichuniversitydoesyourchildattend?”IfthechildstudiesinQinghua,BeijingUniversity,orotherfamousuniversities,theparentswilltakeaprideintheirchild;ifthechildhasnotbeenmatriculatedinafamousuniversity,theparentswillfeelsadandashamedoffacingrelatives.Aboveall,wecanknowChineseparentsputtheirfacesinthefirstplace.Andinthewesterncountries,thesethingsneverhappen.Ifapersonisonlygraduatedfromaspecializedmiddleschool,worksinasmallstore.InChineseopinion,heisalmostbelowthelife’s“thesafetyline”,andhaslittletobeproudof.Buthisparentsappreciateactuallyhimmuchmore.Why?Becausehetakespartinthepianoperformanceinthecommunityfrequently,andobtainstherewardmanytimes.ThemaindifferenceisthatthecollegechosenbytheChinesechildrenisusuallyfamousone,andtheWesternchildrenchoosethecollegeaccordingtotheirownlikes,insteadoftaking“famousortopcollege”asthedecisionfactor.TheChineselikestocomparetheirownchild'smeritswithotherchild'sshortcomings,inwhichtheparentsmayseekself-consolation.Thewesternfamilyoftenintrospecttheirownchild'smeritsandsuccess,isnotaccustomedtoseekingtodoothersdown.Tosummarize,Chinesefamilyoftenwantstohighlightownimage,disparagesothersunintentionallyinthecomparison;thewesternfamilyoftenpaysgreatattentiontohisownself-respect,self-possession,own happy.TheChinesetraditionalfamilycultureisfollowingthedominantpattern,displaysthefamily’sinternalauthorityconsciousness.Itemphasisobedienceandrespects,takestheexternalcontrolserious.ThechiefeducatorisparentsinChinesetraditionalculture.Whereas,thewesterncivilizationtakesthechildasthemainbody,emphasizesindividualstruggle,emphasizesequality,democracyandrespectstheindividualright.Thewesternparentsthinkofthechildasanequalmemberinthefamily,respectthechild'spersonalityanddignity,canletthechildthinkindependentlyandchoosefreely.Theyrespectthechild'sright,donotdothecompulsoryeducation.Theyrespectthechild'sself-respect,advocatechild'sinstinctdevelopment,andthenaturaldevelopment.Parents'responsibilityonlyliesindiscoveringandguidingthechild'sinterestsandpotentialties,creatingtheadvantageousenvironmentforthechild.IV.paysgreatattentiontoemotionalcommunicationandencouragementAccordingtotheinvestigation,intheWesternfamily,parentsshowtheirappreciationtothechildrenbyusingtheencouraginglanguage.Thewesternparentspaygreatattentiontoindividualqualityandtheemotionalcommunication.Thefamilylaysemphasisontheconstructionandthecultivationofemotion.Theycanvacatetheirtimetotalkwiththechild,listenattentivelytothechild's aspirations,andemphasizehearttoheartcommunication.InWesterncountries,thecorporalpunishmentalsooffendsthelaw.Moreover,theWesternparentsareveryhappypraisingtheirownchildinfrontofothers,theythinkthatthismayraisechild'sself-confidence.ButtheChinesemodestattitudecausestheGuardiannottobegladtodothis,becausetheythinkthatitcancausethechildtobearrogant,theylikenitpickingandstrengtheningchild'sweakness.Thewestemphasizesthechild’s“powerofunderstanding”.Theylikelettingthechildpracticebyhimself,goingtothenature,seekingtheknowledgefromlife.Theirstudyresidesinmanykindsofforms.Thewesternfamilyhasthespecialcookingclass,thehardworkclassandtheplayroom.Theydonotthinkthatplayandstudyareconflictingwitheachother,andencouragethechildtostudyoutside,paygreatattentiontothechild’sabilitytoponder.Theparentsusuallyleadthechildinseekingthenature’smystery,helpthemknowaboutthesociety.TheycarryoutDewey’s“educationislife”,“schoolissociety”.Theyencouragethechildtogotothelibrary,themuseumtoreadthebooksheisinterestedin,andparticipateinthesocialpractice.WeneedtoknowaboutthesocialbackgroundofChinaandWesternCountries.Asweallknow,ChinaisasocialistcountryandmostWesterncountriesbelongtocapitalistcountries.And,they havedifferenthistoryandcultures.Thedifferencesofconceptsandaimcausethechildrentobetaughtbydifferentwaysandmethods.InChina,affectedbyChinesetraditionalculture,parentseducatechildrenby“control”and“seal”type.Butatpresent,thesituationofeducationinChinaisgood,largenumberofparentsandschoolshavecreatedsuccessfulexperience,evenmanyparentsstudytheeducationknowledgeinitiatively,theeducationalideahasundergonetheprofoundchange.【Conclusion】Allofthisbeingsaid,withthedevelopmentofeducationalcause,WesterneducationalthoughtspenetrateslowlythroughtheEast.Therefore,directingatsomebadphenomena,weregarditasnecessarytomakeacomparisonbetweenChineseandWesterneducation.Allinall,therearemanydifferencesbetweenChineseandWesterneducation,andeachhasitsstrongpointsandweakpoints.Butindifferentaspects,theeducationalmethodsaredifferent,soweneedtounderstandthedifferencesbetweenChineseandWesterneducation,makeupforone'sdeficiencybylearningfromothers'strongpoints,andpushforwardtheeducationalmodernization.
