Acknowledgements
Time is fleeting! Four years of my college life will come to an end. Dating back to the past in this bright-colored season, struggles and hardships have become a trace of sweet memory, and laughter and tears have also been settled. Here, I’d like to extend my heartfelt thanks to all those who have always helped and supported me during the four years of my undergraduate study.
My deepest gratitude goes first and foremost to Associate Professor Liao Yunquan, my supervisor, who has offered me valuable suggestions and constant assistance in the academic studies. He has walked me through all the stages of the writing of this thesis. Without his patient instruction, insightful criticism and expert guidance, I wouldn’t complete this thesis so smoothly in such a short period of time.
Second, I owe my sincere gratitude to my friends and classmates for their contribution to this thesis made in various ways.
Last my thanks would go to my beloved parents, who have always been giving me spiritual encouragement and support all the time. In a word, my heart swells with gratitude to all the people who helped me. Abstract
School education is an important part of national construction, and good elementary school education has a great significance to lay a solid foundation for children’s all-round development and country’s futuristic human resources.
This thesis aims at a better understanding of school education. This paper is studied through the methods of documentary analysis and qualitative analysis. The author comparatively analyses the features, differences and causes of elementary school education between China and America from the standpoint of statement, comparison and reference. Finally, the author deeply reflects on the two countries’school education. According to these differences, it is vital for us
to learn American advanced educational concepts, teaching modes and teaching methods. Simultaneously, it is beneficial to give a push to China’s education reform, enhance the quality of teaching and boost the children’s all-round development.
Key Words: elementary school education; children; China; America; differences
摘要
学校教育是国家建设的重要部分，良好的小学学校教育具有奠定儿童终身发展
这篇论文的目的是更好地理解学校教育，本文运用文献研究和定性分析，从陈
的差异，学习和借鉴美国先进的教育理念、教学模式和教学方法，对借鉴美国
的创新教育、大力推动中国的教育改革具有重要的现实意义，对提高教学质量，促进儿童全面发展具有经济和社会效益。
关键词：小学学校教育；儿童；中国；美国；差异
Contents
TOC \o "1-3" \h \z \u 1. Introduction 1
2. Introduction to elementary school education. 2
2.1 Definition of elementary school education. 2
2.2 The current status of elementary school education 2
3. The comparison of elementary school education between China and America. 4
3.1 The features of Chinese elementary school education. 4
3.2 The features of American elementary school education 5
3.3 The differences of elementary school education between China and America 6
3.3.1 Different educational concepts. 7
3.3.2 Different educational purposes. 11
3.3.3 Different teaching modes. 12
4. Causes of the differences in elementary school education between China and America 13
4.1 Differences in cultural backgrounds 13
4.2 Differences in value orientations 13
4.3 Differences in thinking modes. 14
5. The reflections of elementary school education between China and America. 15
5.1 Respecting children’s self-experiment in learning. 15
5.2 Cultivating children’s capacity of social interaction. 15
5.3 Offering children appropriate guidance. 16
6. Conclusion 17
Biography 19
A Comparative Study of Elementary School Education Between China and America
1. Introduction
A primary or elementary school is a school in which children receive primary or elementary education from the age of about five to twelve, coming after preschool and before secondary school. National strength is inseparable from education while education is inseparable from school. School is a cradle for students to further achieve self-development and self-perfection. School education is a kind of social activity where educators purposefully and systematically pass on knowledge and skills to educatees, develop intelligence and physical strength, and nurture the relationships according to certain social requirements and educatees’ law of somatopsychic development. Admittedly, school education is much more significant than any other form of education throughout one’s lifelong time owing to its planned guidance, systematic culture, knowledge, social norms,
ethical codes and values. The purpose of school education is to cultivate a new generation of people and serve the social development. In a sense, school education is considered to be an important basis of individual socialization because it determines the level and nature of individual socialization. In the era of knowledge-based economy, more and more attention has been paid to school education so that it plays a decisive role in the society. School education exerts a far-reaching influence on people’s development and permeates all aspects of our life. Therefore, in the first part, I mainly intend to give its definition and current status. In the second part, the method of comparative analysis is mainly used to study the features and differences of
elementary school education between China and America. In the third part, I devote myself to studying the causes of the differences between the two countries’ elementary school education. Lastly, I draw a conclusion that the two countries’ elementary school education has their own advantages and disadvantages, and we should learn from each other’s strong points to make up for the deficiencies.
In order to support my ideas, the methods of documentary analysis and qualitative analysis are mainly applied to the thesis, than I start my discussion and comparatively differentiate the two countries’elementary school education. So in what follows, I propose to take a more detailed look at the causes of the differences and put forward some of my own views.
2. Introduction to elementary school education
Mr. Ye Shengtao said: “What is education? Simply speaking, education is to form good habits...... it depends on elementary education whether a person can develop good habits and noble moral characters”(Zheng 1). In the process of personal growth, elementary school education plays a dominant role and it is the fundamental stage of the whole educational system. Moreover, it is such a process that helps children enter the school from the family, accept real knowledge and mature their thoughts. It is also the initial period of talents’ cultivation and the special period of children’s growth. The quality of elementary school education makes a direct difference to the lifelong development of the individuals, the overall quality of the nation and the comprehensive strength of the country.
2.1 Definition of elementary school education
School education is a social activity where educators purposefully and systematically pass on knowledge and skills to educatees, develop intelligence and physical strength, and nurture the relationships according to certain social requirements and educatees’ law of somatopsychic development. School education is much more important than any other form of education throughout one’s lifelong time owing to its planned guidance, systematic culture, knowledge, social norms, ethical codes and values. In a sense, school education is considered to be an important basis of individual socialization because it determines the level and nature of individual socialization. The purpose of school education is to cultivate a new generation of people and serve the social development. In a word, in the era of knowledge-based economy, more and more attention has been paid to school education so that it plays a decisive role in the society.
2.2. The current status of elementary school education
Innovation is the motive force of human society and also the inexhaustible source of national prosperity. American schools pay more attention to innovative education so that education reform has achieved a remarkable success. However, at China’s schools, to prepare for the college entrance examination, thousands of students annually read the same texts, do the same exercises and physicochemical experiments, write the stereotypical compositions, quote the same writer’s words, recite the same sayings and use the
same thinking modes. There are three disadvantages in our present elementary school education: First, the original education is merely nominal. Teachers are still the master in class, and teaching knowledge is still what they are eager to do. In such dull classrooms and under the burden of homework driven by traditional thought of pursuing material gains, the students are gradually losing their ability of handling because of memorizing mechanically, and lacking imaginative power just because of following rules. Being in such surroundings for a long time, the students have lost their original flexibility, initiative and independence, and their master ideas and creativity are dying. Second, schools only emphasize the proportion of students’ entering higher schools, and parents hope their
children will have a bright future. However, they both neglect an important rule that the purpose of education is to make the students achieve self-reliance and self-support. This has led to the results such as weak consciousness of practice and self-support, the disconnection of theory with practice, and moral knowledge with behaviors. So the students become selfish, lazy, life-dull, high-score but low-power, and they don’t have the advantage to live and compete in the new situation. Finally, there is not enough power to reform the teaching materials, class scales and teachers’construction. Being in the tedious class atmosphere, students are afraid to question the teachers in order to keep the class in order; they lose the manipulative ability due to the busy recitation; they are too observant of conventional standards to lack imagination and they are tired with too much schoolwork. As a result, they bear piles of “dead” knowledge in mind. In contrast, American school education stresses reading rather than memorization. Reading can broaden children’s horizons, expand their scope of knowledge and conduce to the development of innovative capacity. For these reasons, America can cultivate so many scientists, and many Americans are able to get the Nobel Prize. Honestly speaking, American education does have some drawbacks, especially in basic education. Dominated by the idea of happy childhood, children study without power and pressure. Not being diligent, some American high school graduates still cannot go without a calculator, so it is also a great waste to the education resource. Someone evaluates that Chinese students have “three good” (good in basic skills, book knowledge and examination performance) while
American students have “three strengths” (strong in innovative ability, brain power and activity ability). The reason why American schools get such great success in education reform is that they lay stress on innovative education so that they have formed their distinctive teaching modes. Learning happily and growing healthily has made it necessary for American students to master a series of proper qualities in such distinctive environment. In contrast, although China’s school education has progressed considerably, it fails to liberate people from traditional concept by emphasizing form rather than effect, so much so that these disadvantages impede the healthy and balanced development of school education. In short, America is an open society, so it is obvious that American schools would abandon old educational pattern and put emphasis on the basic nature of knowledge and learning. In the elementary school, scholars and students could work altogether to discover the new information or conceive new ways to understand what is already known. In American teacher’s opinion, learning is just an enterprise of exploration, experimentation, analysis and synthesis. However, in China, elementary education aims to build a system of education with more learning, higher scores and less thought. So at present, Chinese students are generally regarded as common with high scores and little intelligence. Having studied more and paid little attention to practice, they cannot meet the need of society in short order. Therefore, it is very important for Chinese education to cultivate the idea of unifying study and practice.
3. The comparison of elementary school education between China and America
Education is one of the fundamental driving forces for the development of a country, especially in the era of knowledge economy. Education determines not only the level of people’s literacy, but also the strength of national competitiveness. In this part, I will mainly talk about the features of teaching characteristics, teacher-student relationship, social practice and appraisal ways in elementary school education between China and America in different educational systems. By learning these features, we can learn from each other’s strong points to make up the deficiencies.
3.1 The features of Chinese elementary school education
China’s school education tends to give children a summary. It’s okay if students have no questions. The students must raise their hands when asking or answering questions and submit themselves to the disciplines in class. Moreover, students will be criticized once they disagree with their teachers.
There is an ancient proverb in Chinese: A teacher for a day is a father for a lifetime. Chinese children blindly adore teachers. In their eyes, teachers are supreme and always right. Furthermore, Chinese teachers like retaining their majesty.
China’s school education always makes various fussy rules in schedule such as what to learn, how much to learn, when to learn and how to learn. Chinese students regard learning as utility, so they are accustomed to cramming for it. They study for parents, teachers and work. As we can see, their study is passive, dogmatic and helpless.
China’s school education especially attaches more importance to the so-called “double basis”, and it emphasizes the practice of “basic skills” rather than the cultivation of students’ innovative and thinking ability. So there is a phenomenon that Chinese students get high scores but low abilities. Generally speaking, the world’s top 500 enterprises are unwilling to employ Chinese students, because they think China’s education is not to educate people, but to nurture the servants of knowledge.
China is a country characterized by the examination-oriented education. Children are not allowed to participate in real social activities, for they have to spend much more time on their studies. The teachers organize all kinds of examinations to check up how much knowledge the students have learnt and pick out the superiors. After examination, Chinese teachers will hold a meeting with parents and make the grades known in front of all the parents. Sometimes teachers will criticize the students with poor grades because teachers’assessment depends on the students’ pass rates and excellent rates. Undeniably, having grown up under such a mechanism up to 12 years, Chinese students burden great psychological pressure. Besides, there is a fact that Chinese students almost spend 8 months attending classes, and they have to stay at school for 10 hours every day.
3.2 The features of American elementary school education
American education tends to give children enlightenment and teach them to ask new questions constantly. In class, the teachers encourage students to express their own opinions, and the students will be praised if they query their teachers.
There is no authority among Americans. The teacher-student relationship is more like friends and colleagues, and the teachers always approach their students and chat with them at their pleasure so that the students can get on well with their teachers.
American education aims to tell the students to study for themselves and let them consider what they’d like to learn. Therefore, American students always study actively, flexibly and happily.
American schools pay less attention to teaching students basic knowledge. They try to cultivate their innovative ability and operational ability. They think they should cultivate the students’innovative thinking from an early age. For this reason, American students get low scores but high abilities.
In America, children will take part in real social activities once they come to school. American students spontaneously participate in various extracurricular activities, and the expenses are offered by themselves or by other sponsors. American students contact the social environment in many forms. From their perspective, education is life. American schools carry out open-book examinations, and students are allowed to hand in their test papers within a week. The purpose of the examination is to find out shortage and then make it up, which is good for students’ further development.
In America, the school reports are regarded as “privacy”. Teachers only let parents see their own children’s grades, and the whole class results will not be published. Besides, parents won’t give children too much pressure. Score is less important than capability
in their minds.
American students spend about 1,000 hours on their studies. Having less schoolwork, the students can spare much more time to do the things they are interested in.
America implements 12 years’ compulsory education. The system includes 70% public schools and 30% private schools.
3.3 The differences of elementary school education between China and America
According to the statement above, we have a clear understanding of
the features of teaching characteristics, teacher-student relationship, social practice and appraisal ways in elementary school education between China and America. In contrast, there exist many differences in educational concepts, educational purposes and
teaching methods in the two countries’ elementary school education, from which we can learn that we should respect and complement each other so as to gain the knowledge and values better.
3.3.1 Different educational concepts
Education is a country’s fundamental talent development strategy. What kind of talents a country needs decides what kind of talent development strategy the country should implement. However, carrying out the talent development strategy relies on the concept of education. Therefore, in terms of a country’s education system, a reasonable educational concept plays a very important role. China and America, as the two countries that have great differences in all aspects, also have many differences in education. Hence, next I am going to talk about the differences of the educational concepts between China and America from five aspects.
Receptive/Acceptive educational concept
The fundamental problem of education is what kind of people to
nurture and how to nurture them. Different cultivation modes and teaching modes arise from different educational concepts. Having adopted different educational concepts, American elementary schools are different from Chinese elementary schools in the specific requirements and ways of raising the children. China is in favor of receptive educational concept; textbooks are the main contents; classrooms are the main teaching places and teachers are the center
of the teaching activities. The students acquire knowledge by what
the teachers have taught in class. At present, the majority of China’s schools still adopt this teaching mode. However, acceptive educational concept is the dominant idea of American school education. Based on respecting and trusting children, it provides them with ample and free development opportunities so that children can learn
to manage themselves. The relationship between teachers and students
is equal, so teachers continuously instruct students to participate
in activities and encourage them to develop divergent thinking and carry out creative activities. In American schools, the students
never rely on books, never obey any authorities but only believe in the reality. American acceptive education emphasizes making full use of students’ initiative, and it holds that people’s growth depends on individual characteristics, development potential and self-fulfillment. American schools are in favor of acceptive educational concept, with their knowledge of the inheritance being not as much as that of China, and with students’ moral quality and codes of conduct being not as good as that of China. In the exploration of knowledge and life path, they may also take some detours. However, once they master the law and initiative of self-development, they will be able to control their own destiny and develop greater creative abilities. Theory-discussing/Reality-discussing educational concept
As we all know, “xu” is the falsity; “shi” is the truth. Theory-discussing education concept pursues superficial formality instead of practical results (Gu 53). China’s school education lays stress on theory-discussing educational concept; sometimes it is necessary, and sometimes it makes the discussion as a mere formality. For example, in terms of the educational thought, sometimes it neglects the age characteristics of students and only aims at sets of established knowledge to prepare for the college entrance examination. Sometimes the form is flexible, but the content is not full; sometimes it takes a lot of energy and time, but the actual effect is poor. Some educators lack a sense of responsibility, who only teach what they should teach, do what they should do, not caring if the students have mastered what they should have learnt. The false teaching phenomenon, superficial teaching management and fictitious extracurricular activities are the different manifestations of such false education, which does not follow the facts, pay attention to the process and consider the effects of the practice. Partial though it is, it does considerable harm to our education.
Compared with china’s schools, American schools tend to seek for reality and they manage to change the tedious and lengthy curriculums into vivid and interesting curriculums, whose contents link the theory to the reality and they are related to contemporary important scientific achievements, which is favorable to broadening the students’ horizons, widening their scope of knowledge and enhancing their interest in learning. What’s more, Americans are pragmatic, and they think nothing of scores; on the contrary, they are more
concerned about whether the children are capable of choosing, creating or putting what they have learned into practice. This kind of reality-discussing education concept is embodied in the
process of teaching activities. It is to pursue the practical results, and to make it clear why we carry out the activities, what the methods are, whether and how we can achieve the desired purposes. That’s why American education is less time-consuming but more profitable. To improve the quality of education in our country, there is no doubt that we should learn American’s educational concept of seeking the truth from the facts, and take the path of practical education.
Comprehensive/Personality educational concept
China’s guiding principle for education binds educators to mainly educating people, giving priority to moral education, putting quality education into effect, promoting the level of educational modernization and bringing up children to be socialists for comprehensive development in morality, intelligence, sports, aesthetics and labor. This guideline introduces higher requirements for people’s development and demands that students be placed in the whole teaching process so as to attain the higher level of
cultivation goal. Honestly speaking, as Gu Chun says: “It is quite difficult for all the people to carry out this guideline in terms of the overall development level of Chinese society” (54). American schools pay more attention to the development of personality and people think that the real meaning of education lies in the development of human potential, the development of human personality and the realization of human value. Therefore, they adopt the methods of individualized teaching such as hierarchical teaching, classified guidance, and group teaching and so on. Americans hold that personality development be based on the actual needs of each person, depend on the individual characteristics, the special way of existence and the intrinsic purpose of the individual. Cultivating the people with personality is conducive to the development of individuals, but also in line with the needs of the country. Personality development is included in the overall development, and the comprehensive development is put forward on the basis of personality development, which is not only in line with the laws of education, but also equipped with the realization conditions. Our
education does not advocate the personality development, being far away from the requirements of all-round development. So it is
difficult to make the talents’ training in place.
“Excellence”/“all-round” educational concept
For more than 10 years, the school education of our country has been on the run in the single track for the pursuit of the enrollment rate, which is characterized by the fraction of the entrance examination, students are divided into level 1, level 2 and level 3. In addition, according to the enrollment rate, the schools are divided into category 1, category 2 and category 3. As a consequence, students can only enter different types of schools on the basis of the division level. In today’s world, politics and economy involve students in the situation of fierce competition. The “all-round education” has become the mainstream of American education reform. To open the way to the world, Americans have to view the high-tech training activities as the highest goal. Therefore, American schools are committed to fostering the people for the need of the coming competition, and to providing students with a liberal education opportunity. The rich and colorful extracurricular activities have become an important part of American general education. Students’participation in these activities not only makes the book knowledge internalized and absorbed, but also lays the foundation of talents
for America’s participation in the world competition.
Hard-working/Happy learning educational concept
Our Chinese nation is such a nation that advocates the virtues of enduring hardships and being capable of hard work. Parents always use the spirit of “the first cantilever cone” to encourage their children to learn. Some parents have taught their children to recognize the numbers and words since they were babies so that some three- or four-year-old children can recite three hundred poems of the Tang dynasty. However, today’s students learn in the era when science and technology are advancing by leaps and bounds, and they are only content to be capable of reciting textbooks, bearing hardships and getting high scores, which is far from meeting the needs of modern social development. The modern view of talent demands that the students study hard and happily, have knowledge and ability, and understand science and creation. The concept of reading hard and reading dead books not only fails to cultivate creative thinking
talents, but is also harmful. Because studying hard is harmful to the health of young people, a lot of students will have the mood of students’ study-weariness and bear too much burden of hard work. If we consider the hard work as the approach to training talents, our education will walk into a dead end.
In contrast, the American school teachers and students complete the “teaching” and “learning” tasks in the process of discussion, games and manipulation. Students have no homework, no burden, and they learn happily, freely and comfortably. Each course in the middle school adopts the credit system. Students have no test pressure, and they can graduate as long as they finish the learning task at a given time. If so, students can have more time to do what they want to do. This kind of teaching mode is flexible but not rigid, lively but not boring, applicable but not arduous, and it is conducive to the healthy growth of young people and the development of students’personality. It can also help students take part in more social activities and enhance their ability to communicate with others. The result it can bring is that the students can get more extensive knowledge through wider learning.
3.3.2 Different educational purposes
America is a country of immigrants, and the national culture of different countries is in the situation of mutual infiltration and mutual tolerance. American elementary education tends to establish an educational system which is to adapt to economic development and scientific research. So due to this society phenomenon, American students shouldn’t take mechanical memorizing to meet the need of examination. They just need bring their creative skill to play as well as possible. In America, “Education is regarded as an
individual benefit and a social necessity,” (Yu 316) and the aim of education is to “prepare all types of students for all aspects of life as productive citizens, which is the cause of personal and national success.” (Yu 316) Consequently, American education lays more emphasis on training and cultivating the people from all walks of life that American society need, especially cultivating high-tech talents, which is conducive to ensuring social stability, all-side sustainable economic development and the leading position of
scientific research. All in all, American schools are mainly committed to cultivating practical talents with abilities. Therefore,
America attaches great importance to the cultivation of students’ability to use the knowledge to solve practical problems, pays attention to students’ knowledge expansion and innovation, and focuses on cultivating students’ critical thinking and divergent thinking. Besides, American education lays more emphasis on cultivating students’ skepticism and criticism. Students are told to be creative to expand and apply their current knowledge. Most importantly, they are guided to carry out research studies independently and initiatively.
China is guided by Marxist doctrine. The school education in China is based on the social standard, which emphasizes the cultivation of the students’ socialist values and the dedication of the socialist modernization with Chinese characteristics. The purpose of China’s school education is to cultivate socialist builders and successors with all-round development in morality, intelligence, PE, aesthetics and labor, which aims at the cultivation of talented people. Therefore, Chinese education focuses on the respect and maintenance of knowledge and emphasizes study, study and study.
Chinese education stresses the base, so our students just do mechanical memorizing industriously, and they need a long time to accumulate basic knowledge and book knowledge. However, American education stresses the principles to be a man of self-confidence, honesty, goodness and justice, and the most important is the independent consciousness. In summary, most well-known scholars and professors have the same evaluation that Chinese students have solid foundations but they are not flexible; American students are involved in a broad scope but insufficient.
3.3.3 Different teaching modes
Consistent with American educational concept and ideas, the American teaching mode is a student-oriented approach that emphasizes communication and interaction. Teachers’ duty is to inspire and direct students. Students have full freedom to interrupt and query their teachers and have more motivation to figure out what they do not understand. Consequently, their innovation and capabilities of self-study are cultivated. In this model, the purpose of education is not to acquire and accumulate basic knowledge, but to cultivate students’ creative ability and independent consciousness. In class, students’ participation occupies most of the time as teachers like
to leave questions for them to deliberate and discuss in groups. Teachers also encourage students to pipe up with questions. Engagement and argument are also expected and demanded. America also pays attention to the cultivation of students’ awareness and ability of autonomous learning and cooperative learning. In addition to the direct teaching method, case teaching method, pattern discussion and group study, American schools attach more importance to the research learning method, namely “Inquiry Learning” and “Problem-based Learning”.
Different from American education, the spoon-feeding method is still generally adopted in Chinese class where students have few opportunities to practice. The teaching mode is a teacher-oriented approach that emphasizes basic knowledge and obedience. Teachers’
duty is to give students large amounts of knowledge and formalize
their daily behaviors, and the students are regarded as passive recipients of information. The content is focused on the theory and decided by the college entrance examination. In this mode, the goal
of Chinese education highlights the importance of basic knowledge. As the class hour is limited and the numbers of a class are large, teachers are busy with instilling students the course content so that there is not enough time left for practice and communication. Silence is a distinctive characteristic of Chinese class where teachers spend most of the time imparting knowledge while students quietly sit and listen. All in all, the classroom teaching focuses on imparting knowledge, training students to respect and accept authority, and grasping and inheriting knowledge. To some extent, it limits and neglects the innovation of students’ learning. Students do what they are told to do so that they have no capability of self-study and authority querying.
4. Causes of the differences in children’s education between China and America
In last part, plenty of differences are presented in elementary
school education between China and America because of different views on children, among which the differences are mainly shown in educational concepts, educational purposes and teaching modes. However, in this part, I will mainly talk about the reasons for the differences in three aspects. They are different cultural backgrounds, value orientations and thinking modes. As a consequence, learning
these differences is helpful for us to have a better understanding of the two countries’ elementary school education.
4.1 Differences in cultural backgrounds
The traditional Chinese culture is established on the basis of the agricultural economy in a relatively closed geographical environment. China has always attached great importance to the traditional ethics and the unity. In the agricultural society, being satisfied with the simple reproduction, people lacked the ability to expand reproduction, and thus social operation was sluggish. In such a living environment, it is easy to breed eternal consciousness that the world is long and static. From the perspective of the cultural environment, China belongs to the inland culture while America belongs to frontier
culture (Wang 132). However, it is well-known that America is an immigrant country which is made up by people from Asia, Africa, Europe and South America, etc. A lot of early immigrants came to this new world in order to escape the religious and political persecution, and look for religious freedom so as to create a better life (qtd. in Samovar et al. 78). The majority of citizens are from the European mainland, and most of them are influenced by the Renaissance and the enlightenment. “Change” is their common cultural psychology, and they are independent in personality, emancipated in mind, strong in character, good at innovation and adventure. American culture has a kind of tendency to infinity, transcendence and change. The
continuous improvement of the infinite will and cultural mentality leads the development of individuals and society to excellence and perfection.
4.2 Differences in value orientations
Individualism and collectivism are the core of the value systems in American and Chinese society respectively. The difference impacts humans’ thought and their behavior, and also their social cognition (Xu 164). American individualism emphasizes individual interests are higher than group interests, and personal income is out of government rules and regulations. Americans advocate liberty and equality, for which students are scarcely blindly obedient to teachers. In America, children are encouraged to make decisions by themselves, to have
their own thoughts and to deal with problems independently. Whatever authorities they are faced with, they are brave to challenge. Americans tend to be self-centered, individual and competitive.
Americans believe that the individual is the basis of human society, and that each person’s mode of existence and quality of life are determined by their own ability. The individual is higher than the whole society. In contrast, Chinese people emphasize the importance of collectivism, which points out individual interests should obey the collective interests. Chinese people focus on the community and social harmony. There is a lack of competition in the minds of Chinese people, emphasizing the awareness of community and society. They insist that personal interests should be subject to the overall interests of society. Chinese people’s competitive consciousness is not strong, and they are accustomed to relying on others.
4.3 Differences in thinking modes
Americans focus on entities such as atoms and molecule, and emphasize rationality and speculation, aiming at forming certain concepts that are always introduced in strict definitions (Zhang and Xu 181). They claim to empirically analyze the entity and then synthesize. Logical thinking and empirical analysis are the ways and means of thinking in the west. Americans’ thinking is rigorous and careful, mainly
relying on empirical methods. As they think, facts are reliable and objective, the effectiveness of which is connected with the use of space-time coordinates. In contrast, Chinese people uphold intuitive thinking. Being good at synthesis and skilled in holistic approach, Chinese people usually grasp the nature of things from the entity, the contact and the dynamic function. Traditional Chinese thinking modes are not through inductive reasoning or deductive reasoning, but based on facts. Related to the relevant thinking modes, the way the Chinese know about the world is by means of knowledge rather than cognition.
5. The reflections of elementary school education between China and America
Through the comparison of education between China and America, the purpose is to find out what the drawbacks and the advanced ideas of American education are, from which we can adopt the American advanced ideas to accelerate the pace of China’s education reform. As can be seen from the comparison of two countries’ education, there are many aspects worth learning from American education. The most important are the following three points: respect children’s self-experiment
in learning, cultivate children’s capacity of social interaction and offer children’s proper guidance.
5.1 Respecting children’s self-experiment in learning
It is an important manifestation of the respect for children to let them experience and perceive on their own. In the book of “Emile”, Rousseau specially emphasized that education should follow the laws of nature, conform to the children’s nature and let the children grow freely. He was bitterly opposed to imposing interference on children, especially imposing adults’ thinking on children. He claimed that children should return to nature, seeing, hearing, observing and experiencing in the natural environment. As Dewey puts it, all the education comes from experience. He advocates “learning by doing”, namely, “learning from life” and “learning from experience.”(Chu 26) This opinion has changed the previous education malady that education is to let children acquire the book knowledge. On the contrary, education is not a direct infusion of knowledge but a way of letting the children get experience and knowledge from activities. In a word, Dewey’s learning by doing emphasizes the importance of “self-experiment” to children’s learning. Children’s education should be based on the children’s nature, respect their own will, let them learn happily and grow freely in the experiment. This experiment includes the sensory experiment and emotional experiment. They should not only see with their eyes, listen with their ears, do with their hands, but also understand and introspect with their heart to perceive the success and failure. Self-experimentation is the most important learning method.
5.2 Cultivating children’s capacity of social interaction
Nobody can survive without society, and we need to communicate and cooperate with others. Good interpersonal relationship not only brings happiness to life, but also leads people to success. Social ability is one of the most important abilities of human existence. The society in the future requires our next generation to be equipped with social interaction and communication ability. However, it all depends on children’s life accumulation and current education status whether children can adapt to all kinds of new environment, reconcile with others and collectivity, shoulder the social responsibility bravely and confront the adversity positively. As a consequence, we should let the children learn in the social interaction, in the
coexistence of people, and even in the play with peers so as to cultivate their positive attitudes towards life, outgoing personality, good social morality and enhance their abilities of social
adaptability and interaction. In a word, by interacting with others, we can not only learn from each other, understand more knowledge we are not familiar with, become more intelligent, but also know how to listen and communicate, learn to respect and love, understand the tolerance and self-discipline, which is more important than book knowledge. On the social side of learning, the western countries have many educational theories about it. Dewey once pointed out that schools often neglected the educational function of “school is community” so that students were left behind in their separate desks. He believes that schools should allow students to focus on
cooperation with others to solve problems.
5.3 Offering children’s appropriate guidance
It is the basis of modern schools to recognize the guiding role of children in the process of education. If we only emphasize the individual experiment and social interaction and ignore the adults, especially the teachers who have been specially trained to guide the children’s education, the school will lose its value. Since ancient times, China has been attaching importance to adults’ discipline and teaching to children. In relation to teacher-student relationship,
the Confucian school advocates teaching by precept and example. The children’s main learning methods are observation, memory and imitation.
As for the problems about teaching and developing, Vygotsky put forward his point. The theory of “the zone of proximal development (ZPD)” by Vygotsky creatively clarified the dialectical relationship between instruction education and development. (Xu 14) This theory
first affirmed the guiding role and significance of recognition of children’s education. Educational activities should be set up in the children’s zone of proximal development through the teachers’guidance, and then transform the second level of development into the existing level of development. In other words, all the education and teaching work should be in front of the existing students’ self-development.
To sum up, we have to admit that self-experimentation, social interaction and proper guidance are important ways for children to
learn. Therefore, taking children’s education for example, it should embody the characteristics of children’s learning. All the educational activities should aim at respecting the freedom of children’s self-experimentation and self-inquiry so as to create opportunities to interact with people, cooperate with others and get on well with others. At the same time, it is necessary to give children appropriate guidance and to help them attain the second
level of the zone of proximal development.
6. Conclusion
Education is somewhat a reflection of a nation’s culture and traditions. Through the research of this thesis, I have a more detailed understanding of the features, differences and causes of Chinese and American elementary school education. I not only learn the advantages and disadvantages of Chinese and American elementary school education, but also make a deep analysis and reflection on the problem, and put forward some feasible suggestions. For instance, it is essential to respect children’s self-experiment in learning, cultivate their capacity of social interaction and offer them appropriate guidance. Every coin has two sides. I should take an objective and rational look at the two kinds of school education. I firmly believe that different education systems are suitable for different countries, and that one shouldn’t totally repudiate alternative teaching system.
In conclusion, China and America should arrive at a consensus on education. Traditional Chinese education emphasizes the imparting of knowledge while American education emphasizes the cultivation of students’ ability. The two kinds of education make it necessary to exchange and complement each other, and school education makes it necessary to draw on the strong points from others to make up for its own weak points. Education is a cultural phenomenon, and difference
in education is a response to the different cultural connotations. American elementary school education is suitable for today’s community education, but the education system does not necessarily meet the current Chinese society. In today’s era of information explosion, both sides should carry out dialogue education, learn from each other, and explore a road that will be compatible with the education reform. We have to perceive that our country is trying to reform the education system towards a quality-oriented international
中美高等教育的主要差别在哪里 差别很多，只谈教育模式与教育内容。 解放后，中国摒弃了高等教育传统，照搬了苏联专业教育的高等教育模式，并延续至今。由于学科的专业化和分化，不同学科之间缺乏沟通，各个学科所从事的研究、所开设的课程，甚至同一学科的不同分支所从事的研究、所开的课程与其他学科或者其他分支之间似乎没有关系，因此学生所学到的无非是一些支离破碎的知识。人类作为整体所建立的知识体系反而成为把人们从知识上，甚至在观念和行为上隔离开来的栅栏。这种专业教育模式和教育内容为学生提供某一学科的专业训练，使学生在毕业之后能够从事相应的专业研究，或者谋得相应的职业，成为社会生产大机器中的一个零件。这种专业化的教育客观上相当于西方教育中的职业教育。即使到现在，在我国大学教育的主要导向，仍然是专业和就业。这可能也是我国高等教育整体上处于西方国家职业教育层次，没有高水平大学教育的原因所在了。 与我国的专业教育模式不同，通识教育是美国大学本科教育自19世纪后期以来的又一重要传统，几乎所有大学都有详尽的通识教育计划。以哈佛大学为例。1978年，哈佛大学发动了“学术界平静的革命”，文理学院的教授以182票对65票通过决议，用“基础课程”代表原先的“普通课程”。所谓基础课程，就是“综合传统独立学科中的基本内容，以向所有学生提供共同知识背景为目的的一种课程设置”。基础课程由六大类十个领域组成，分别是“文学和艺术”（其中分ABC三个领域），“科学”（其中分AB两个领域），“历史”（其中分AB两个领域），“社会分析”，“外国文化”和“道德理性”。所有文理科学生都必须从这十个领域中选修八个领域的课程，并在大学前两年内修完（主要是前三学期）。[1] 为了确保通识教育能够达到预期的目标，担任通识教育课程教学任务的教师必须是教授或高级讲师，教学效果经评估必须达到优良。[2] 通识教育课程涉及自然科学、社会科学、历史、文化等多个方面，通过高水平教师的讲授，使学生在进入大学专业课程学习之前，就可以对人类文明在各个领域的成果有一个概括性的认识和体验。所以，他们专业课程的学习应该是建立在人类文明成果这个坚实的大平台之上的，这为他们继续学习某一专业的课程奠定了多学科的、良好的基础，也为其以后的工作或研究提供了一个非常有价值的平台。 通识教育使高等教育站在人类文明进步的“巨人肩膀上”，直接聆听知名教授对某些领域的深刻体会与理解，站到文明与发展的前沿，他们每迈出一步可能就是创新。而我们高等教育，担任公共课程教学的教师往往是在学校里不受重视和水平也值得怀疑的一些人。整个
中美两国幼小衔接的现状与策略比较 摘要：从20世纪90年代开始，幼小衔接问题受到世界各国的普遍重视，并成为世界教育问题的研究的重要课题之一。但是时至今日，幼小衔接问题仍然没有得到很好的解决。在这样的背景之下，我们需要了解世界典型国家的幼小衔接现状以及采取的策略。通过对世界典型国家幼小衔接问题深刻地研究与探讨，透析我国幼小衔接现状，并借鉴经验。 关键词：幼小衔接中国美国经验启示 一、幼小衔接的内涵 “幼小衔接是指幼儿园和小学两个相邻的教育阶段之间在教育上的互相连接。此时恰好是结束幼儿园生活、开始接受正规的小学教育的初期，也是幼儿心理发展的转折期。幼小衔接实质上是指的就是儿童连续的、不断发展的社会性、心理和身体发展上的衔接。” 二、幼小衔接的意义 幼儿园的学生主要是依靠具体形象思维来感知外界的事物，因而幼儿不能够很好的控制以及调节自身的行为，并且难以对事物、行为等作出准确的判断。幼儿的认知活动带有明显的具体形象性以及不随意性，但与此同时幼儿的抽象概括思维已经开始发展并且伴随着一定的随意性。幼儿开始对外界充满好奇心并带有强烈的求知欲以及想要参与社会实践活动的
愿望。 “我国心理学家朱智贤指出，进入小学的儿童思维的基本特点是从以具体形象思维逐步过渡到以抽象思维为主要形式。小学入学后，教学以及各种日益复杂的新的实践活动向儿童提出了多种多样的新要求，促使儿童逐渐运用抽象概念进行思维，促使他们思维水平开始从以具体思维为主要形式逐步向以抽象思维为主要形式的过渡。” 根据幼儿与小学生年龄的特点以及心理发展水平的差异，结合他们的认知特点，有必要让幼儿在进入小学之前接受一定的预备教育，提高他们部分的知识以及技能水平，减少幼小衔接的坡度，使幼儿能够更好的从幼儿园过渡到小学。因此做好幼小衔接工作十分重要，它在儿童的身心发展的过程中起着至关重要的作用。 三、我国和美国幼小衔接的现状比较 (一)美国幼小衔接的现状 “美国的幼儿教育主要是指对0-8岁儿童进行的教育。年满5周岁的幼儿可以免费进入学区内小学附设的幼儿园就读，幼儿园与小学一、二年级形成”K-2“学制是美国幼教的一大特色。此学制使幼儿园教师与小学教师得以在幼小衔接阶段，在课程设计、教学形式的选择与环境创设上，能考虑幼儿身心发展的特质，提供许多相互观摩、协调与沟通的机会。幼小衔接一直是美国幼教界关注的重点和热点，美国教育学者对于幼小衔接进行了系统的研究。进入新
中美大学课堂教育对比 一、课堂特点 中国课堂：任务、纪律、整齐划一 ○1学生端端正正地坐在拥挤的教室里，注意力高度集中听讲。老师滔滔不绝地讲，学生静静地听。 ○2学生要抄写大量笔记，单调的灌输式教学方式使学生对学习往往失去兴趣。 ○3老师占用课堂大部分时间，老师讲课时一般不提问学生。 美国课堂：形散而神不散 ○1上课如开研讨会，学生分组活动，发言积极，课堂上欢声笑语。 ○2课堂上不断有提问与回答，学生可以随时接住同伴的话题继续进行，老师观察指导。 ○3教师很敬业，讲课充满热情，鼓励、启发学生，学生知识面广，善于表达。 二、学生的学习方式 中国学生：独立学习 ○1中国的教育过分重视学生课内的学习，而忽视学生课外的实践学习。 ○2学习中，要求学生独立完成作业，过分强调独立思考，课堂上不提倡与别人讨论，学生在学习中不喜欢求教他人，喜欢独立思考。 ○3学习中很少分享，同伴间的学习互相保守，谈不上积极帮助。 美国学生：合作学习 ○1除在课内学习外，强调学生在课外的合作学习。 ○2提倡团队协作、合作，强调小组和团队、集体的力量和作用，注意培养与他人的合作能力，提倡在协作中提高自我。 ○3提倡分享，注重交流与沟通，重视别人的不同意见，重视从不同渠道获得的知识和 信息。 三、学习时间 中国：全天学习 美国：半天学习 四、教材 中国的教材强调夯实基础 美国的教材比较浅显 五、师生关系：中国：传统的师生关系美国：融洽的朋友关系 六、育人目标：中国：重视基础知识的掌握美国：重视创造力的培养
七、教育理念：中国：事先安排好学习内容美国：学生自主选择学习内容，提倡学生学习自己感兴趣的东西 八、考试制度：中国:考试目的在于淘汰人和升学的需要美国:在于寻找自身存在的不足，查漏补缺，以利于今后学习的开展。 九、班级规模：中国:大班授课美国:小班授课 十、对待成绩的态度：中国:成绩公布，学生和老师很重视成绩美国:成绩属于隐私，不公布，学生和老师不太重视成绩 中美课堂教育差异的原因：1、历史原因2、社会因素3、中美教育评价标准与教育价值观不同4、中国教育重知识，重灌溉的课堂教学方式，美国重实践、重创造的课堂教学模式 建议：○1注重培养学生的合作学习能力○2注重培养学生的实践、创新能力○3推进人才模式改革，尊重学生个性和发展需求○4营造平等、民主、宽松的课堂氛围○5采用多元化的考核方式○6注重课堂信息反馈○7增强教师责任意识，提高服务水平。 总结：中国依旧是传统式教育、不大实用；美国偏重于实际动手能力、比较符合社会发展的需要 教育是一种文化现象，不同的教育反映的是不同文化内涵，适宜美国社会的教育体制并不一定适合中国。每一种教育方式都有其优点，我们要理性地看待。 谢谢观看！ University classroom education of China and the United States First：class characteristics Chinese class: task, discipline, uniform Students sitting in a crowded classroom, seriously from concentration to the lecture.Teacher speak reel, students listen. Students want to copy a lot of notes, monotonous force-feeding teaching methods so that the students tend to lose interest in learning. The teacher to take up the classroom, most of the time don't usually ask students when the teacher lectures.
中美小学教育比较 一、课程设置 中国小学思想品德课程占全部课程3.9%，美国小学不开设思想品德课； 中国语文占全部课程25%，美国占38%； 中国算术20%，美国占23%； 中国科学课占4.7%，美国占3%； 中国地理课和历史课都占1.6%，美国小学地理课和历史课教学都溶入社会教育之中； 中国小学不开设社会学习课，而美国小学社会学习课程占全部课程13%； 中国小学体育课占全部课程7.8%，美国占10%； 中国小学音乐和美术课程占14%，美国占13%； 中国小学劳动课程占1.6%，而美国小学则不开设劳动课程。 从课程开设来看，中美小学对本国语言课程重视程度区别较大，其次是思想品德教育，美国规定在课堂上不得宣讲宗教信仰，宗教信仰是个人自由，应该由家长向子女传授。 二、教师要求 中国小学教师大多是高中或师范毕业生，而美国小学教师要求至少是大学毕业； 中国小学教师平均月工资是$250，美国小学教师月工资则达人均$4000； 中国政府每年为每位小学生投入$81，美国则多达$4563； 中国小学每班通常都达到70人左右，而美国小学每班人数不得超过33人； 中国小学文化课学习水平通常都要比美国小学生高出两级，即中国小学二年级学生水平与美国小学四年级学生水平相当。 中国小学教师一般情况下只教授一门课程，而美国小学实行包班制，即某一个班所有课程全部由一位老师承担。 从这里看出，两个国家对小学教师入职要求区别很大，对教育投入区别也非常大，美国实行是真正免费义务教育，而中国义务教育由于政府投入不足，很多收费任由学校收取，导致义务教育阶段乱收费问题屡禁不止。
三、课堂教学 中美两国小学教育最大区别要数课堂教学了。 首先是班额差别大，中国小学通常都是第班60人左右，少数地区班额高达80人，美国小学班额则不会超过30人； 中国课堂中学生规矩守纪，教师传授知识，学生认真听讲，美国课堂中学生自由活跃，学生或席地而坐，或随意走动，教师启发学生思考和讨论问题，学生思维活跃，课堂气氛热烈。 虽然近几年中国课堂教学改革使课堂教学模式稍有改变，但应试教育根基并没有动摇；中国课堂教学内容深，要求高，重点放在培养学生解题能力方面，而美国课堂教学内容相对来说要浅得多，重在培养学生思维能力。
中美教子的不同之处： 中国的儿童教育，表扬与批评为惯用的教育手段，教师喜欢采用横向比较法，如利用小红笔、小红旗、排名次表等方式鼓励孩子，看谁表现好。当纠正孩子不良行为时常常采取表扬其他孩子，以其他孩子做榜样的方式。美国教师则不同，一般对孩子不表扬也不批评，理由是：批评了你的孩子会刺激你的孩子，表扬了你的孩子会刺激其他的孩子，他们注重儿童自身的纵向发展而避免对儿童进行相互比较。 稳重听话与活泼好动 中国人在评价孩子的性情时，“稳重听话”是一大优点，“听话的孩子是好孩子”已在国人中形成共识。学校教育强调秩序井然，用各种规章来约束孩子的行为。美国人喜欢孩子富有孩子气，小学和幼儿园的课堂上允许孩子随便说话，甚至相互打闹，美国人总觉得中国孩子在课堂上太死板，没有生气。 强调自制与突出自主 中国教师总是鼓励孩子在尽可能长的时间内专门做好某一件事，以期培养儿童的恒心、耐心，他们多强调儿童自我意识的社会性发展，多引导儿童逐步学会适应和控制自己的情感，而美国教师常常鼓励孩子在一段不长的时间内从事多项活动，以期培养孩子的灵活性、创造性，多注重儿童自我意识自然发展，多鼓励儿童自由且自然地表达自己的思想与情感。 肯定结果与重视过程 中国人重结果与技能的掌握；无论学习什么，为求学深学透，无论干什么，力求完美无缺。美国人重过程与能力的增减，他们注重孩子的参与意识，孩子们自由选择的机会多，教师还极力鼓励孩子自由发挥、自由创造，以培养孩子的想像力和创造力。 概括地说，中国人力图使儿童发现社会存在，创造环境使儿童学会怎样长大成人，儿童是被动的，富有可塑性的，重在成人的帮助指导下成长。美国人力图使儿童能真正作为孩子，儿童是主动的，富有创造的，自我实现是儿童自身的自然与发展，成人只需提供有利的条件即可。 中美家庭教育的跨文化比较： 今天，国际竞争日益激烈，而这种竞争归根到底是人的素质的竞争，是人才培养的竞争。我们知道，人才培养的首要阵地是家庭，因此，从某种意义上说，人才的竞争是父母育儿能力的竞争。所以，世界各国在培养新世纪人才的教育工程中，都很重视家庭教育这一环节。虽
中美孩子教育对比清单-如何培养孩子独立性和自主能力 引导语：中国孩子与美国孩子有何不同：中国孩子抱大，美国孩子爬大。 中国的家长望子成龙心切，他们更重视学业的倾向，认为给孩子一个良好的学业开端是幼儿园重要的任务，而美国的家庭则将培养孩子独立性和自主能力放在一个重要的任务。 在中国，如果一个孩子积极的帮助父母做家务，那一定会被夸张为孝顺，不过，在外国朋友看来，孩子做家务并不是什么稀奇事。或许是文化的差异导致教育方式的不同，不过我们应该要认识到的是，相比如今许多家庭对孩子的过分宠溺，导致那些已经成年的大学生都还没有自理的能力，国外的家庭教育实在要比我们高明的多。 在美国，大多数的孩子都有家务活清单。父母们认为，孩子参与做家务，不仅仅是为了减轻父母的负担，更重要的是：可以让孩子们更好地体验自己是家庭一员的感觉，从小培养孩子的独立性和责任心。 根据年龄大小，他们分别设计了适合不同阶段孩子的家务活，比如： 9-24个月，自己扔尿布 2-4岁，扔垃圾、整理玩具、浇花、喂宠物……
5-7岁，铺床、摆餐具、擦桌子、收拾房间……
8-12岁，做简单的饭、清理洗手间、使用洗衣机…… 13岁以上，换灯泡、做饭、洗衣、修剪草坪…… 中国的家长望子成龙心切，他们更重视学业的倾向，认为给孩子一个良好的学业开端是幼儿园重要的任务，而美国的家庭则将培养孩子独立性和自主能力放在一个重要的任务。 美国人在教育、培养孩子的优良品质和个性方面，有许多值得我们借鉴的做法与经验。竞争充满着美国整个社会乃至每一个家庭。人人凭本事吃饭，没有人身依附，“靠自己的双手挣钱”成为孩子们的自觉行为，勤奋、节俭蔚成风气。 中国孩子与美国孩子有何不同：中国孩子抱大，美国孩子爬大。 编后语：我们每个人都处在亲子关系之中，是处于与孩子的亲密与融洽的关系，孩子是通过母亲来到这个世界，但并不是为你来的，在他来到这个世界之前就注定了他是独立的，父母的存在是帮助孩子成为他所想要成为的那样一个人。
The Differences of School Eduction between China and America 中美学校教育差异 1.INTRODUCTION- 1.1.The nuture of school education 1.2.Background (the features of students of two countries ) 1.2.The significant of the study(make up the shortage ) 2.BODY- 2.1.System,structure,teching point of two countries 2.1.1.American school eduction 2.1.1.1.System 2.1.1.2.Structure 2.1.1. 3.Teching point 2.1.1.4.Advantage and disadvantage 2.1.2.Chinese school eduction 2.1.2.1System 2.1.2.2.Structure 2.1.2. 3.Teching point 2.1.2.4.Advantage and disadvantage https://www.doczj.com/doc/db16707146.html,ment and thoughts
https://www.doczj.com/doc/db16707146.html,ment by experts 2.2.2.My thoughts with experiences 2.2. 3.Examples to support my thoughts 2.3.Measures learn from each other 3.CONCLUSION- 3.1.Analytical summary 3.1.1.Amerian school education features 3.1.2.Chinese school education features 3.2. Concluding statement 老师我不太会写帮我看看吧谢谢呀 09商务英语本二张芸
比较中美教师讲授《灰姑娘》的不同 最近在一份美国杂志上看到一篇，介绍中美语文教师讲《灰姑娘》的课堂实录文章，真是大开眼界。我们的教学是那样呆板沉闷，简直是对学生聪明智慧的扼杀。现转载于下，希能让皇图岭中学老师及有志于教学改革的朋友们，有所启迪。 对比美国和中国老师讲灰姑娘的故事,非常经典! 美国版： 上课铃响了，孩子们跑进教室，这节课老师要讲的是《灰姑娘》的故事。 老师先请一个孩子上台给同学讲一讲这个故事。他表示了感谢，全班提问。 老师：你们喜欢故事里面的哪一个？不喜欢哪一个？为什么？ 学生：喜欢辛黛瑞拉（灰姑娘），还有王子，不喜欢她妈带来的姐姐。辛黛瑞拉善良、可爱、漂亮。后妈和姐姐对辛黛瑞拉不好。 老师：如果在午夜12点的时候，辛黛瑞拉没有来得及马车，你们想一想，可能会出现什么情况？ 学生：辛黛瑞拉会变成原来脏脏的样子，穿著破旧的衣服。哎呀，那就惨啦。 老师：所以，你们一定要做一个守时的人，不然就麻烦。另外，你们看，你们每个人平时都打扮得漂漂亮亮的，千万不要突然邋现在别人面前，不然你们的朋友要吓着了。女孩子们，你们更要注意，将来和男孩子约会，要是你不注意，被你的男朋友看到你很难看的样子，他们就会（老师做昏倒状） 老师：如果辛黛瑞拉不想参加舞会，就是她的后妈没有阻止，也是没有用的，是谁决定她要去参加王子的舞会？ 学生：她自己。 老师：所以，孩子们，就是辛黛瑞拉没有妈妈爱她，这也不能够让她不爱自己。就是因为她爱自己，她才可能去寻找自己的东西。如果你们当中有人觉得没有人爱，或者像辛黛瑞拉一样有一个不爱她的后妈，你们要怎么样？ 学生：要爱自己！ 老师：对，没有一个人可以阻止你爱自己，如果没有人爱你，你要加倍地爱自己；如果别人没有给你机会，你应该加倍地给自己机会；如果你爱自己，就会为自己找到自己需要的东西，没有人可以阻止辛黛瑞的舞会，没有人可以阻止辛黛瑞拉当上王后，除了她自己。对不对？ >> 学生：是的！！！ 老师：最后一个问题，这个故事有什么不合理的地方？
看《刮痧》论中西文化差异 化学系 09 化学 02 班魏元蛟(200902050420) 文化的多样性成就了当今整个世界文化的丰富多彩。在每一种文化中, 总有弥布于其之中的普遍的价值观, 这种价值观称为“文化价值观”。中美文化由于政治制度、道德伦理、历史传统、社会背景、观念习俗、地理环境等的不同, 所表现出来的价值观具有明显的民族性和地域差异性。 很多电影制作人就以文化差异为题材制作出很多精彩的电影，其中较为出名的要数《刮痧》和《推手》。《刮痧》是部糅合亲情、文化，以中医刮痧疗法产生的误会为主线，反映了华人在国外由于文化的冲突而陷入种种困境，后又因人们的诚恳与爱心使困境最终被冲破的感人故事的影片。和李安的《推手》相比，《刮痧》同样是取自成长背景在中国，移民美国的一代人的小家庭生活切片。只不过李安用的是萝卜，郑晓龙用的是洋葱。清热润肺的萝卜能治中国老人在美国的孤寂，辛辣冲鼻的洋葱却刺激中国人捍卫传统。 各民族因历史渊源、生活环境、地缘地貌形成了自身独特的文化体系、思维方式和价值取向, 即使在同一民族文化下, 也会出现不同的亚文化分支, 因此,东西方文化之间的差异是绝对的。影片中主人公许大同不问青红皂白, 当着好多人的面“教训”儿子丹尼斯, 就是因为丹尼斯打了自己的上司昆兰的儿子, 但拒绝道歉。昆兰不解地问许大同为什么打孩子, “我打他是为了给你们面子,尊重你们! ”昆兰非常不解: “什么乱七八糟的逻辑?! ”在中国,由于孩子打架而遭到父母训斥、责骂再正常不过了, 而且父母管教自己的孩子被认为是给对方留“面子”, 但在西方倡导科学与民主的人文精神,再小的孩子也和成人一样有平等的权利, 孩子如果没有错,那就不应该受到批评。做错了,最多也就是对其教导,不管怎样都不至于当那么多人的面不给孩子留一点尊严。他们不会把中国人习惯的“面子”问题掺合进去, 他们更注重人性本身, 尊重个体的存在性并给以尊重,哪怕是小孩子也是如此, 而中国人的面子观则根深蒂固。 在一个人的认知结构中存在着多种价值观念。当某种价值取向与另外一种价值取向发生冲突时,人们往往首先需要做出价值优先选择。一、集体与个人之间的选择。美国人强调个人利益, 对集体采取有限奉献的态度;而中国人认为集体的利益高于个人, “不能因小家误了大家”,强调对集体的完全奉献。影片中,在简宁分娩时,许大同由于公司开会而未能到场,这种选择在美国社会是无法接受和原谅的。二、亲情与法律之间的抉择。送父回国时, 许大同体会到父亲心情, 他不顾美国法律将儿子从福利院中偷了出来,为的是让父亲在回国前见上孙子一面。在他心中, 当时亲情已凌驾于法律之上, 但这种行为与美国尊重法律的价值观产生了冲突。 电影的焦点就发生在美国人非常喜欢用自己的价值观去判断一切问题，包括涉及他国文化方面，始终认为自己的国家是文明的，优秀的，一些不能被美国人接受的事情则视为野蛮的，粗俗的。就接受外来文化上，美国人做的并不好，可能与近代以来美国在世
中美两国教育的十个最大差异 一、为谁而学： 美国教育告诉学生学习是自己的事，让学生自己去想，想学什么东西，因而学生一般学得主动、灵活、高兴。而中国的教育总是要事先给学生做出细致繁琐的各种规定，该学什么，学多少，什么时候学，该怎么学等等，中国的学生视学习为功利，因而习惯于应付，学习是家长、老师的事情，是为升官发财找工作而学，学得被动、教条、无奈。 二、育人目标： 美国不太重视“基础知识”的学习，极其看重学生“创造力”的培养，因而才会有美国白领不会算10减6等于几貌似“可笑”的事情发生，他们觉得要趁孩子年龄小时抓紧培养创造性思维，而中国教育特别重视所谓的“双基”，重在练“基本功”，不重视对学生创造力和思维能力的培养。美国的学生低分高能，中国的学生高分低能。因而世界500强企业，一般不愿意接收中国学生，在他们看来，中国教育是培养知识的奴仆，而不是在“育人”。 三、课堂： 中国的教育善于给孩子一个总结，把学生教到无问题就好；美国的教育善于给孩子一个启发，把学生教到能不断提出新问题。中国的课堂要举手发言，美国
的课堂鼓励自由发言。中国的课堂如果对教师的结论不同意会遭受批评，而在美国的课堂上则受到表扬。中国的课堂讲纪律，美国的课堂讲人权。 四、师生关系： 在中国，一日为师终身为父，孩子刚踏入学校就知道老师总是高高在上，而在美国教授也没有什么权威可谈的。美国人不承认权威。中国孩子盲目崇拜老师，觉得老师总是对的，中国的老师喜欢保持威严，不苟言笑，美国老师很喜欢和小孩一起聊天，是要好的朋友关系。 五、考试制度： 美国的考试经常是开卷，孩子们一周内交卷即可，而中国的考试则如临大敌，单人单桌，主监副监严防紧守。在中国，考试的主要目的是为了淘汰；而美国的考试目的在于寻找自身存在的不足，查漏补缺，以利于今后的发展。 六、班级人数： 中国虽明文规定每班不超过45人，但乡镇及县级学校班级人数平均60人之多，法律并不能约束什么。而在美国，一个班的人数不超过30人，31个人就属于违反教育法，不同的是美国人看重的是诚信——自我信誉度，故不敢越雷池半步。 七、时间：
摘要:教育是一种文化现象,不同的文化孕育了不同的教育,不同的教育也反映不同的社会文化内涵。本文就分析了美两国不同文化是如何影响两个教育的。 关键词: 文化学校教育家庭教育 中国和美国有着不同的文化背景,因此也有着不同的教育制度和教育理念,下面我们就来看看中美文化差异是如何体现在教育方面并影响两国教育的。中国人受天人合一的思想指导和影响。天人合一是指“人们对自然规律的顺从和对自然的崇拜,人们将自然中的日夜交替季节变换与人们的生活和活动周期相一致起来,一切都处在不断循环往复之中,并与自然和谐统一”。而美国人认为天人相分的。人与自然相分对立,人处于支配和改造自然的位置。他们认为人如果不成功并不是天命,二是由于自身的原因,懒惰或奋斗不够。因此美国人会把自己看作一个独立体,强调自我。与自然的关系和对自然的态度不同,价值观,教育理念等不同,当然也就导致了两国的教育模式不同。 1 学校教育 中国重人与社会的协调,强调社会本位。重人伦观念,强调师道尊严,中入仕,强调学以致用,重人文精神,强调教育世俗性。美国重个性独立,强调个人本位;重主智主义,强调博雅教育;重宗教,强调宗教精神。师生关系上,中国强调教师权威,师道尊严,美国重视儿童,重视个体独立师生平等;知识传授上中国重教,中国传统文化数千年来从未把学生看作教育的主体,只把学生当成知识的接受器,而不是知识的主人。教学形式比较呆板,美国重学,教学形式灵活体现对情感意识和表达。 中国人对集体或者群体有着很强的归属感。提倡凡事以集体的利益为重,处理个人与集体关系时一般都是自我压缩。中国人强调个人服从集体。中国的中小学教育各个学校有统一的课程设置,教学大纲和标准。各地教育主管部门根据上级安排及本地实际情况,再制订出当地相对统一的教学内容及教学进度。美国人崇拜个人主义。个人主义还意味着个人自由和差异。这种个人主义在学校教学模式中也有所体现。美国的中小学没有全国统一的教学大纲,当然也没有全国统一的教材。每个学校所开课程及课程难度由学校及任课教师根据自己的实际情 况确定。美国崇尚个人主义,教育也注重个性教育。个性化教育一直是美国文化所极力倡导育美国社会的个人主义文化和激烈竞争使美国人十分重视孩子个性中独立意识的养成。在美国的教室里,桌子不是一律面向黑板,桌椅也不固定,师生活动都很自由。个性化学习可能更多的表现为学生一种自主确立的学习活动,一种自我需求的清醒认识,对自身个性特点的理性分析,体现的也是一种民主、平等和自由的个人主义精神。 2 家庭教育 2 . 1 家长观念与价值取向不同 中国认为孩子是属于父母的,一切得听父母的;美国认为孩子是独立的个体,他们属于自己,有自己的喜好、选择等。中国父母对孩子的照顾是无限责任;美国,父母对孩子是有限责任。其有限的责任指他们教孩子懂得自身价值,教他们赖以立身处世的社会准则。美国家长对孩子鼓励多于保护我们是往往保护过多。美国家长对孩子引导多于灌输,我们相反。中国文化价值取向谋求天德合一,培养人的群体意识,整体人格,强调服从集体,注重言行的规范化和自我控制,反对独立意识和锐意进取。强调从儿童开始就要循规蹈矩,顺从听话。美国文化中,强调个人为本,发挥分人潜能和创造性、民主、自由、人权理念的人本主义思想渗透与美国文化,依靠个人力量创造幸福,个人高于集体,集体应该满足和尊重个人的合法需要。 2 . 2 权威与平等 我国当代家庭教育受传统的家庭观念影响,家长总是意味着权威,作为统治者在家庭中处于核心地位。孩子在父母眼里永远是长不大的,父母对孩子的教导可以持续到孩子长大以后
中美老师讲灰姑娘的故事之对比 中美老师讲灰姑娘的故事之对比 中国老师是如何讲灰姑娘的故事的： 上课铃响，学生，老师进教室。 一、引入新课 老师：今天上课，我们讲灰姑娘的故事。大家都预习了吗？ 学生：这还要预习？老得掉渣了。 老师：灰姑娘是格林童话还是安徒生童话？他的作者是谁？哪年出生？作者生平事迹如何？ 学生：......书上不都写了吗？不会自己看啊？ 老师：这故事的重大意义是什么？ 学生：得，这肯定要考的了。 老师：好，开始讲课文。谁先给分个段，并说明一下这么分段的理由。 学生：前后各一段，中间一段，总分总…… 老师：开始讲课了，大家认真听讲。
学生：已经开始好久了…… 老师：说到这里，大家注意这句话。这句话是个比喻句，是明喻还是暗喻？作者为什么这么写？ 学生：n人开始睡觉…… 老师：大家注意这个词，我如果换成另外一个词，为什么不如作者的好？ 学生：又n人开始睡觉…… 老师：大家有没有注意到，这段话如果和那段话位置换一换，行不行？为什么？ 学生：我又不是你，我怎么会注意到啊？又有n人开始睡觉…… 老师：怎么这么多人睡觉啊？你们要知道，不好好上课就不能考好成绩，不能考好成绩就不能上大学，不能上大学就不能……你们要明白这些做人的道理。 剩下的还没睡觉的，并且认真听课的学生，真不愧是"精英"啊。中国式的教育………… 二、指导预习 ①提示预习的要点（可用投影或小黑板出示） A、体会本文中童话语言和推理语言的特点。 B、分析作者怎么样从故事中提出问题，逐步推论，进而最后得出结论的写作特色。 C、识记文中自己认为生疏的词语和"自读提示"中要求学生掌握的词语。
②学生各自默读（朗读）课文并完成作业（教师指导完成，并及时修正） A、边读边标示自然段和生疏的词语。 B、认读并理解下列词语 a祈祷：一种宗教形式。"祈"就是向神求祈，"祷"义同于"祈"。 b无暇顾及：没有空注意到。"暇"空闲；"顾"注意、照管；"及"达到。 c修道院：天主教和东正教等教徒出家修道的机构。也指天方教会中神甫的机构。 d伦理：指人与人之间相处的各种道德准则。 C、本文《灰姑娘的时钟》所记叙的"灰姑娘"的故事是属于哪一种主要情节的故事？请用一句话简明概括。（"以约定时间为主要情节的故事"，这句话在第13段中。） 三、研读课文 ①朗读全文并思考怎样划分段落（分析文章的结构层次）。 （朗读课文可以请若干个同学进入角色，逐段连续读完；也可以组为单位朗读并分析文章的结构。） ②学生回答如何划分段落层次。（学生各学习小组回答问题，教师引导并修正后概括板书。） ③组织学生分析归纳本文的论点。（论点是"时间等于金钱"，这话在末段的首句中。） 四、研讨问题（问题与答案分别用投影打出来）
中美学校教育文化差异浅析 【摘要】 学校教入手，着重阐明中美教育出现的文化差异，进而分析其背后的中美文化差异，并对学校教育提出相应建议。 【关键词】学校教育；中美文化；文化差异 曾有一位中国的表演系学生到国外深造，她发现那里的同学远不如中国的精致，他们在高矮胖瘦、相貌水平上千差万别，年龄甚至也相差甚远。由此，她很不理解，甚至怀疑学校的教学，这种差异给她的学习带来了一段时间的困惑和障碍。直到她看到同学的大型表演，惊讶于他们深厚的表演功力，才不再困惑。 这并不是个体的问题，这种不理解恰恰反映出中美教育文化的巨大差异。全球化不仅直接影响了各国的政治经济生活，也在教育领域也产生了重要的影响。其一，伴随着人员跨国流动情况的普遍，文化也开始有更频繁的、大范围的流动。世界上许多国家的课堂都已经出现了来自其他文化背景的教师和学生，他们在文化传播和学习的过程中使这种差异更加明显。其二，全球化对学校教育提出了更高的要求，它不仅要求学生必须习得本文化的内容，而且要更多地了解其他文化，只有这样学生才能更好地应对生活工作中各种文化的交流，才能使多元文化的社会和谐运转。因此，学校教育需要更加认真和妥善地对待教育文化的差异，努力帮助本民族文化传播并教会人们理解其他文化，鼓励各种文化之间的相互交流，引导人们以开放的心态面对世界的文化差异，促进理解与沟通，减少冲突，这是是创建多元化和谐社会的有效工具。① ①林一、刘珺.跨文化交流案例分析[M].北京：经济日报出版社，2012.87.
一、中美教育目标和价值取向的差异 目前，中国教育的考核体制十分重视学生在专业方面所达到的资格或者水平，对学生学习的动机重视不够，而西方却并不如此。这种差异主要体现在一些选拔性入学考试上，尤其以一些较为特殊的艺术类学科更为突出。 上文提到的例子其实是一个人所遇到的中美教育文化的冲突问题，是中美在表演教育方面的文化差异。在中国艺术专业院校的表演专业中，放眼望去几乎全都是身材高挑、皮肤白皙、面容姣好的少男少女。他们中很多人正是由于自己突出的外形条件，才考虑选择报考表演专业。另外，近年来每逢艺考，一些艺术院校的周围都出现了专业化裸妆的店面，专门为考生服务，目的是帮助考生既能躲避面试时禁止化妆的限令，又能有精致良好的形象。有新闻报道中称，到店接受化妆服务的男女考生众多，但其价格却也并不便宜。可见，中国表演专业的教育理念和学生的动机有一种对外貌条件十分重视的倾向，所以突出的外形条件对中国想要学习表演专业的学生来说才非常重要。但对于美国大学表业专业的同学来说，情况是完全不同的。学生们并不必一个个亭亭玉立、玉树临风，甚至有的学生已为人母。从学生角度来说，他们学习表演并不因为自己外形突出，而是因为对表演的兴趣和热爱。从学校角度来说，学校不会对表演系学生的形体外貌有太高的要求。一方面表演是用来呈现和反映生活的，表演中也需要各样的人物和角色。这些角色必然不可能有相近的身形与气质，同样靓丽的外貌，而是要有老有少，高矮胖瘦都不可少。另一方面，表演教育重视的是学生的表演能力，在入学时测试的是学生的潜质。换句话说，在美国，一个热爱表演而且潜力突出的普通学生，会比一个对表演一无所知的人更有可能进入专业学习，在中国的情况则不一定。 所以说，中美文化的不同对教育领域的影响，尤其体现在学校教育和学生学习的动机上。具体来说，这是专业性学习与兴趣性学习的差异。中国文化强调学习的专业性，学校教育潜在地认为像表演这样的专业只能让外貌出众、身形高挑的俊男靓女去学习，这也使它的选拔标准有了一定的偏好倾向。而恰恰这些学生学习表演也不都是因为兴趣和热爱，他们认为自己的容貌应该而且可以学习表演，而且期望因此成名。但美国文化不同，它注重学习的热情和，认为学生应该学习对他有用并使他感兴趣的内容，而不是因为应该学习而学习。他们认为，学
中国与西方高等教育制度差异之我见 为期12周的的世界各著名大学揽胜选修课即将结束，在过去的12周里，老师带我们领略了世界各国著名大学的风采，在羡慕和向往中我们也认识到了中西方高等教育制度的差异，这次的作业我就来谈谈中国与美国高等教育制度的差异 一、教育理念不同 中国的教育理念与美国的教育理念截然不同，最大的区别是：中国偏重于灌输式教育。中国学生的根基非常扎实，这是优点，但也有缺点，中国的学生面对新事物总有畏缩心理，与美国学生比起来，创新意识较差，无论是各门课程的课程学习报告、设计报告还是期末，中国大学更为重视学生的答案是否符合“标准”；而美国大学更看重实践以及实践过程中的创造性思维。这也是国内教育与西方教育的重要区别。 国内的学生往往有惊人的记忆能力和良好的数学基础，这也是中国学生能在应试教育中取得佳绩的原因，但是美国的高等教育更多地要求学生去参与、实践、创造，许多课程都安排有案例学习与讨论的时间以及学生进行案例分析与陈述等以学生为中心的教学活动。老师对学生的面授时间很短，大约为学生所用学习时间的30%左右。其余时间要靠学生自学、到图书馆查阅资料、同学之间相互讨论，才能学懂有关的知识。在参与和实践的过程中，学生自学和自己解决问题的能力得到了提高。由于他们变被动的学习为主动的学习，态度不同，学习的效果就有天壤之别。 美国的课堂气氛非常活跃，学生可以随时打断老师的讲课并提问。虽然有些问题看起来非常简单，但老师都会认真解答。而有的问题则非常尖锐，学生甚至可对老师的观点进行反驳。课程作业一般要求学生对现行政策或评估方法进行批判性的论述。美国高校老师对学生的课程报告或者课程设计的评阅多以鼓励为主：对思维独特、见解不一般的学生大加褒扬；即使一些学生的报告刚刚过关，老师也可以从报告中找到文章的亮点予以鼓励。这些鼓励极大地增强了学生的自信心，并可明白自己报告中存在的问题。 美国的教育体制更看重学生的全面，看重学生与人沟通、交流等社交活动的能力，培养学生的团队意识；而国内学生更看重的是考试成绩和自我发展、提高方面，团队意识不强。 美国高等教育重视信息素养能力标准，要求每一个学生在学习的过程中能够主动学习，通过各种渠道来搜索信息，确定实际而全面的计划，有条不紊地自我吸纳知识。美国高校专业的信息素养教育重在培养学生有高度的责任感、社会感、自我管理能力，具有一定的道德素养，成为一个有信息素养的人。 由于教育体制不同，中国学生主动学习的意识较差，高校大学生的外语、机、基本的信息检索技能不如美国学生，不知道如何学习，形成自己的新观点，制定
中美学校教育管理异同分析 摘要：美国是当今世界上毋庸置疑的超级强国，他的教育事业，特别是在高等教育领域的成就也是世人所瞩目的，在中国还在发展的阶段，教育事业更是急需发展的时候，我们能借鉴别的国家的成功经验也是必须的，而美国就是这么一个值得借鉴的国家。本文通过总结中国、美国现阶段的教育管理实践，对比中国、美国教育管理差异，找出我们需要向别人学习的地方，为我们教育事业提一点微薄的建议。 Abstract: the United States is undoubtedly superpower in the world today, his education career, especially the achievements in the field of higher education also is the world attention, is still in development stage in China, the education development is urgently needed, we can draw lessons from the successful experience of other countries is also required, and the United States is such a nation worthy of learning. This paper summarized in the present stage of China, the United States education management practice, comparing differences between China and America education management, find out where we need to learn from others, for our education career is a small advice. 关键字：学校管理，高等教育，中国教育，美国教育，比较 Key words:the school management, higher education, Chinese education and American education, comparison 中国和美国是当今社会比较有影响力的国家，由于历史的原因，两个国家的社会性质不相同，美国早在十八世纪就成为了资本主义国家，而中国成为社会主义国家才不过六十多年。两个不同社会背景下的大国教育值得我们去研究他们的相似之处和不同之处。本文通过分析两个国家的学校管理概况来看在教育管理中的异同。 1.学校管理 我们可以把学校管理理解为是学校领导按照一定目标，运用一定职能和手段，对学校的人、财、物、时间、信息等因素施加影响，并最终实现学校目标的活动过程①本文主要是从学校的地位，学校的内部管理，还有学校的最高权力机关来分析的。而这三个方面在小学、中学、高等学校方面有存在差别，本文在各个方面都做一些分析比较。 2.中国学校教育管理 2.1小学学校教育管理 在中小学方面，中小学是中国教育的重要组成部分，他的存在是为了普及基本知识，努力制止文盲的产生，目前中国已经基本上普及了九年制义务教育，基本上扫除了青少年文盲，可以说在这一方面来讲，中国的基本教育是办的很成功的。在中学阶段，还有一个高中阶段，高中是连接初中和高等教育的纽带，高中目前在中国不属于义务教育，他是在学生有一定的知识积累的情况下再造而能达到进入高等教育水平的中间环节。 普通中小学的内部管理机构相对来说是比较简单的，在中国。普通中小学实行的都是校①https://www.doczj.com/doc/db16707146.html,/Html/eduresource/schoolmanage/10525219.html
讲解灰姑娘透视中美教育差异 摘要：下面的故事也许是人家故意编写的。朋友发过来让我看,深有感触，不得不拍手叫好。这个简单的故事，透视着中美教育的根本区别。美国老师通过培养学生的喜好,并把他们的喜好引导为对事物的深刻认识。相比之下,中国老师‘恨铁不成钢’，巴不得让每个学生变成莎士比亚。中国老师越是急于求成，学生越是失去学习的兴趣,最终导致什么也没有学好。美国老师，其实英国老师也是这样,他们更加重视引导式的教育,先把学生兴趣调动起来,再培养他们的自信和独立思考的能力。后者的教育可以让学生超越老师，而且有独立创新和思维能力。中国的教育可能是想让学生一口吃一个大胖子,实际结果却适得其反,导致学生失去学习的兴趣,更失去超越前人的主观能动性。 如何讲“灰姑娘的故事” 美国老师讲“灰姑娘的故事” 上课铃响了，孩子们跑进教室,这节课老师要讲的是《灰姑娘》的故事。 老师先请一个孩子上台给同学讲一讲这个故事。孩子很快讲完了，老师对他表示了感谢,然后开始向全班提问。 老师：你们喜欢故事里面的哪一个?不喜欢哪一个?为什么？ 学生：喜欢辛黛瑞拉(灰姑娘)，还有王子，不喜欢她的后妈和后妈带来的姐姐。辛黛瑞拉善良、可爱、漂亮。后妈和姐姐对辛黛瑞拉不好。
老师：如果在午夜１2点的时候,辛黛瑞拉没有来得及跳上她的番瓜马车，你们想一想，可能会出现什么情况? 学生:辛黛瑞拉会变成原来脏脏的样子，穿著破旧的衣服。哎呀,那就惨啦。 老师:所以，你们一定要做一个守时的人,不然就可能给自己带来麻烦。另外,你们看，你们每个人平时都打扮得漂漂亮亮的,千万不要突然邋里邋遢地出现在别人面前,不然你们的朋友要吓着了。女孩子们,你们更要注意,将来你们长大和男孩子约会,要是你不注意,被你的男朋友看到你很难看的样子,他们可能就吓昏了(老师做昏倒状)。 老师：好，下一个问题,如果你是辛黛瑞拉的后妈,你会不会阻止辛黛瑞拉去参加王子的舞会？你们一定要诚实哟！ 学生：（过了一会儿,有孩子举手回答)是的，如果我辛黛瑞拉的后妈,我也会阻止她去参加王子的舞会。 老师:为什么？ 学生：因为，因为我爱自己的女儿,我希望自己的女儿当上王后。 老师:是的,所以,我们看到的后妈好像都是不好的人,她们只是对别人不够好,可是她们对自己的孩子却很好，你们明白了吗?她们不是坏人,只是她们还不能够像爱自己的孩子一样去爱其它的孩子。 老师:孩子们,下一个问题,辛黛瑞拉的后妈不让她去参加王子的舞会，甚至把门锁起来，她为什么能够去,而且成为舞会上最美丽