英语翻译毕业论文从电影《刮痧》浅析中美家庭教育差异(1).doc 16页

'四川师范大学文理学院本科毕业论文AnalysisofFamilyEducationDifferencesbetweenChinaandAmericainthefilmGuashaTreatment从电影《刮痧》浅析中美家庭教育差异学生姓名牟丽院系名称外国语学院专业名称英语（翻译）班级2008级4班学号200814025416指导教师易佳（讲师）答辩时间2012年4月27日15 从电影《刮痧》浅析中美家庭教育差异学生：牟丽指导教师：易佳(讲师)摘要：电影《刮痧》讲述的是一个中国家庭在美国给一个小孩子，丹尼斯使用了刮痧这一传统中医疗法后，发生的一系列事情，由于刮痧这一传统的中医疗法不为美国人所理解和认同，从而给一个中国家庭带来的悲剧故事。这部电影反映了中美之间，教育的不同和冲突。本论文以《刮痧》为切入点,剖析中美教育的差异。作为21世纪的青年人，国家未来的主人，很清楚一个国家的基础是教育。而家庭教育的方式是会让孩子的一生发生很大改变的。我国主要是主张封闭式的教育，成绩好是头等大事。而美国则是开放式的教育方式。中美家庭教育在教育方式、培养孩子的方式、教育结果等方式都有很大的不同。当然这也取决于他们的文化背景的差异和传统观念的不同。总之，有主观原因也有客观原因。通过比较这两种家庭教育，我希望能取他人之长补己之短，从而促进我国的家庭教育。关键词：刮痧；中美家庭教育；差异；AnalysisofFamilyEducationDifferencesbetweenChinaandAmericainthefilmGuashaTreatmentAbstract：Thefilm，GuashaTreatment，describeswhathappenedtoaChinesefamilyaftertheyhadusedthetraditionalChinesemedicaltreatment，Guasha，toalittleboy,Denies,intheAmerica.ItreflectstheeducationaldifferencesandconflictsbetweenChinaandAmerica.Thispaperattemptstoanalyzethesedifferencesfromtheperspectiveofeducation,Astheyoungpeopleof21stcenturyandthemastersofthecountry’sfuture，weallunderstandthateducationisthebasisofacountry.Homeeducationtechnologycantotallychangechildren’slives.Chinagostrongontheclosed-endeducation,andgoodacademicachievementisthemostimportantthing，butAmericaadoptstheopenformofeducation.ChinaandtheUnitedStateshavemanydifferencesinthefamilyeducationincludingwaystoteachingchildrenandthewaytoreceiveeducation.Ofcourse,thisisalsodecidedbytheirdifferencesinculturalbackgroundandtraditionsofthedifferentconcepts.Inshort,therearenotonlysubjectivereasonsbutalsoobjectivereasons.Bycomparingthesetwofamilyeducations,15 Ihopetolearnother’sexperiencetomakeupforourowndefects,soastopromoteChina’sfamilyeducation.Keywords:Guasha;FamilybetweenChinaandAmerica;Differences.15 ContentsIntroduction1PartⅠFamilyEducationDifferencesReflectedintheFilm...........................31.1Chinesefamilyeducationview...................................................................31.2Americanfamilyeducationview................................................................41.3Differenntwaysshowinfamilyeducation.................................................5PartⅡReasonsofFamilyEducationDifferencesbetweenChinaandAmericaintheFilmGuashaTreatment............................................................72.1Differenceofhistoricalbackground………………………………............72.2Differencesofattitudestofamilyeducation………………………….......72.3Differenceofthethinkingmode...8PartⅢInspirationoftheAmericanfamilyeducationtoChinesefamilyeducation..............................................................................................................93.1Updatingtheconceptoffamilyeducation...................................................93.2Payingattentiontothechildren"sall-rounddevelopment...........................93.3Raisingindependentthinkingabilityofchildren........................................9Conclusion11Bibliography1215 IntroductionThestoryintheChinesemovieGuaShatookplaceinAmerica.ThemovieshowsusalegalconflictresultedfromGuaSha,aChinesemedicaltreatmentoramaltreatmentofchildren.Itseemsthatthestoryisamisunderstandingoralegaldispute,butactually,itindicatesaeducationconflictbetweenChinaandAmericaThefilmGuaShaTreatmenttellsusastoryinAmericaaboutproblemswhichhappenedtoaChineseimmigrationfamily．Educationisasocialactivityofcultivationandtheinheritanceofexperiencesinthedailylife.Itisasortofsocialculturephenomenonwhichreflectsdifferentsocialculturalimplicationfromdifferentones.Inasense,culturaltransmissioniseducationwhichisalsoculturaloriginally.Family,schoolandsocialeducationarethethreemainpartoftheeducation.Butfamilyeducationshouldnotbereplacedbyschoolandsocialeducation.Whenchildrenwereborntheyhadbeenintheatmosphereoffamilyeducation,Generallyspeakingitindicatesthatbehaviorsofcriticism,guidance,cultivationandadministrationbytheparents.Itplaysanimportantrolenotonlyinmodelingvaluesbutalsocultivateauniquenationalismtoourchildren.Forinstance,ChinesecultureattachesimportancetotheharmonybetweenhumanandnaturebutAmericanspaymoreattentiontoovercomethenaturebythem.ThefamilyeducationbetweenChinaandAmericanexistasignificantdifference.Forexample,inthemutualrelationshipoffamilymembers,ChineseparentsalmostinthedominantpositionofitbutAmericanparentsattachmoreimportancetogettingalongwiththeirkidsequally.Abouttheconceptofchildcare,ChineseparentsalmosthopetheirkidscanfindagoodjobtobeprosperousinthefuturebutAmericanparentslaystressonpromotingtheirkids’capabilityoflivingadaptation.AboutthewaysofeducationbetweenChinaandAmerica,ChineseparentsarewillingtoundertakethewholethingsforgivingtheirkidsmoretimetospendonstudybutAmericanparentstendtomaketheirchildrendomanypracticalthingsallbythemselves.ThedisparitybetweentwocountrieswhichresultsinthelivingadaptationofChinesechildrenisinferiortoAmericanchildren.Itismeaningfultopromotechildrentogrowhealthilyandenhancetheirownintegralqualityifwecangoodunderstandandtakeexamplebyforeignadvancedmeansofeducationforchildren.Whenwetreattoothersandsociety,ChineseprosegoldenmeanandharmonybutAmericanscompetitionandstriveforlife.CharlesLaughtonthinksthatthemethodsofeducationarethechoiceforacertainsocialculture.ThroughthecomparisonofeducationbetweenChinaanAmericaanalysesthedistinctionbetweentwocountriesincross-culturecommunication.15 Inthefirstpart,thispaperwillgivefamilyeducationdifferencesreflectedinthefilmincludingChinesefamilyeducationview;Americanfamilyeducationview;then,thispaperwillgivetheperformanceoffamilyeducationdifferences.Inthesecondpart,thispaperwillgivereasonsoffamilyeducationdifferencesbetweenChineseandAmericaintheFilmGuashaTreatmentinGuaShaincludingdifferenceofhistoricalbackground,differencesofeconomicstructure,anddifferenceofthethinkingmode.Sowecanknowmoreaboutfamilyeducationdifferencesreflectedinthefilm.Inthethirdpart,thispaperwilltellInspirationoftheAmericanfamilyeducationtoChinesefamilyeducationincludingupdatingtheconceptoffamilyeducation,payingattentiontothechildren"sall-rounddevelopment,Raisingindependentthinkingabilityofchildren.15 PartⅠFamilyEducationDifferencesReflectedintheFilm1.1.ChinesefamilyeducationviewFamilyisthefoundationofsocietyinChina.FamilyisthefundamentalelementofChinesesociety.Membersofafamilygenerallylivetogetherornearby.Theyhelpandsupportoneanotherandrespecttheeldersandparents.Theyarefriendlywithotherpeople,butbelievestrongrelationshipsneedtimeandpatiencetobuildtomakethemsolidandlong-lasting.China’seducationhastoomuchexpectationforchildren,thechildrenwerecontrolled,accusedtoomuch,theybecomeweak,theymostfeartomakemistakes,andtheyareafraidoffailure,soinordertoavoidmistakes,theygiveupthechancetoputforwardquestions,giveuplearninginfailureprocess.Whenchildrengrewup,childrenlostnotonlycreationandpowerofimagination,butalsowillprobablybeafraidoflost,becausetheirknowledgeofstudying,thinking,logicandreasoningispassive.Intoday"ssofiercecompetitionworld,onlythestrongcangetachievement.China’seducationsystemisnottoshapearealchild,butalwaystotakethechildrenbecomewhattheywant.Nottogivechildrenrighttobecometheirownshape,butwhatothersmaketheybecome.Interestisveryimportantforbothadultsandchildren,andletamandowhathedon’twanttodo,onlythewasteofefforts.Respectyourchild,regardhimasanequalman,andtheyenjoyequalrightstospeak,forexample,therightsofcriticizingandresisting.Anobedientchildisnotnecessarilygoodboy,andhewillnotnecessarilyhaveambition.Chinahasrepeatedlystressedhowsolidhisfoundationeducationis,howbadchildrenintheUnitedStatesscience.ButweseethefactthattheUnitedStatesisforeverfrontierintheworldforscienceandtechnologyInChina,whenchildrendosomethingwrong,parentswillscoldandbeatchildrenasapunishment.Chinesefamilyeducationisfamousforstrictness.ThereareChineseoldsayingscanshowthestrictness,suchas“tofeedwithoutteachingisthefather’sfault”,sparetherod,“spoiltheson”,justasthewordsDatong’sfathersaid:“toscoldandtobeatanaughtyboyisduetolove”.Itisalsocommonforparents,especiallyparentsintheruralareas,toleavetheirchildrenaloneathome,Chineseparentsarealwaysbusywiththeirjobsorfarming,andthereisnotenoughtimeforthemtotakecareoftheirchildren,sotheyhavetoleavetheirchildrenathome.Itisnotsurprisingatallintheruralareastofindchildrenlyingonthefloorwithflyflyingaroundthem.Nowadays,withthepopularizationofthetelevision,itissaferandmoreconvenientforparentstoleavechildrenathome.15 FamilyisthemostbasicelementandcarrierintheChineseculture.Chinesefamilystressestheloveoffamilyandtheloveofconsanguinity.Theythinkthatdogdoesn’teatdog,sowhentheChildrenWelfareBureauaccusesDatongofchildabuse,hethinksitincredibleandridiculous.HesaystohiswifeJane,Afatherloveshisson.That’sthewaywhereitworks.WhydoIhavetoprovemylove,makeupspeeches?Whatthehellarewedoing,Jane?It’sturningupsidedown.Everythingisturningupsidedown!”However,itisacceptableinAmerica,whichisaplacepaysmoreattentiontothetruthandevidence.FilialpietyisalsoaveryimportantvirtueinChinesefamily.Inthemovie,DatongliestothejudgethatheistheonewhodoesGuaShatoDenisinordertoprotecthisfatherwhoistherealonedoesGuaShatoDenis.HethinksthatifhetellsthejudgeitishisfatherdoesGuaShatoDenis,hesellshisownfatherout,andthenhewillnotbeafilialson.However,AmericanswillneverunderstandtheconceptoffilialpietyinChineseculture.ThatkindoffilialpietyofChinesepeopleinconceptseemstobeincredibletotheforeigners,tooldfather,weChinesepeopleuseahearttorepaytheparents"loveregardlessofthereturn,sothatinthemostpainfulmoments,Chinesepeoplealsocan"tletfatherknowyourownpainandbearthepointsofpressure.WhenxuDatonghelpedhisfathergoupstairs,hiswife,JianNingsaidsomemeaningfulwords--becauseheisChinese,notonlymadethebossdistressful,alsoletushaveapassionate.WhenDatong’sfatherstaysatthestation,andJaneisatwork,DatonghastoleaveDenisaloneathomeinordertopickhisfatherhome.InUSA,itisknownthatitisillegaltoleavechildrenathome.1.2AmericanfamilyeducationviewAmericanparents’dutyistomakechildrentrulyenjoytheirchildhood,tosports,tomakefriends,togoouting,todothingstheyliketodo.Americanparentsneverhelpchildrentutorhomework,theythink:ifparentisateacher,whatthechild’sschoolteachersdo?Ifachild’shomeworkiswrong,theyalsodon’tgivethemtherightanswer,theycanletachildthinktwice,theythinkthateverybodymakesmistakes.Nomistakes,howtoimprove?Theylaystressonthechildren’sself-confidence,neverattackchild,theyneversaychildrenarestupid,however,theyconstantlypraise.Theyalsowon’tletchildrensacrificeweekendtimetolearn.Americanparentstalklittleaboutkids’schoolwork.Children"sperformanceistheirownthings.15 InAmerica,parentsneverhittheirchildrenfortheirmistakes.Theydonotthinkitwilldoanyhelptoscoldandbeatthem.Itwillbemoreusefultoencouragethemtostandupagainthantoscoldandbeatthem,whichwillonlydiscouragetheirconfidence.Andmostimportantly,itisillegaltobeatchildren.InAmerica,itisalsoillegaltoleavetheirchildrenaloneathome.Inthewest,aftertheadultchildren,parentsnottobringuptheirobligations,andgohometohaveamealapointstoahairalsocalculatedclear.InWesterncountries,childrencanmakeeasilylotsoffriends;parentswillnotbetoomuchinterferenceinit,butfriendshipsdon"tlastlongandtheychangealotovertime.Youngadultsgenerallyhavetheirownlivesandseetheirparentsandfamiliesafewtimesayear,onholidays.1.3DifferentwaysshowinfamilyeducationInGuaSha,Datong’ssonDenishithisfriendKunlun’ssonPaul,DatongasksDenistoapologizetoPaul,butDenisrefusestosaysorrytoPaul,thenDatonghitDenisonthefaceinfrontofthepublic.InChineseeye,itisperfectlyjustifiedtodosobecausetheythinktheydothisforchildren’sgood,andtohitchildrenistolovethemandtomakethembecomeausefulperson.Chineseparentsisalwayseducatingtheirownchildrenfirstwhentheydealwiththequarrelorfightamongchildren,whileAmericanparentspayattentiontothetruth.That’swhyDatongfirstaskedDenistoapologizetoPaulwithoutfindingwhoiswrongorright.However,inAmerica,parentsarejustthechildren’skeepers.Theycan’tgotoofarscoldingtheirchildren,letalonebeatthem.That’swhyDatong’sfriendKunlunisstartledwhenheseesDatonghitDenisontheface.ThereisanothertypicalplotcanembodythedifferentfamilyeducationviewsofChinaandAmerica.WhenDatong’sfatherstaysatthestation,andJaneisatwork,DatonghastoleaveDenisaloneathomeinordertopickhisfatherhome.InAmerica,itisknownthatitisillegaltoleavechildrenathome.Chinesepeople,Americanpeople,allthepeoplesoftheworldlovehisfamilyandchildren,butinxudatong’sandmanyChinesehearts,theythinkfamiliesandchildrenarethetopoftheworld.Children,asthecontinuationofthefamilyblood,areafamily"swealth,andfather’sprivateproperty.The“love”canperformasthestern,separationandeventhecheatingandhijack.TheOrientalloveistheresponsibilitybutnotjusttheexpression.Theloveandtheresponsibilitycombinechildren,fatherandthishomeasone,justinthispoint,theOrientalgiveuptheindividualdignityandequality,freedomandtherighttochoosetheir15 ownhappinessbecausetheythinkthatloveistogive.Thefamilyisthewhole,inordertooverall,individualinterestscansacrifice.InChineseculture,physicalpunishmentiscommonlyusedbyChinesefamily.Theythinkthiswillhelptogrowingup.Butinwesternsocietyitisabsolutelyforbidden.Anyabusingchildrenwereviewedasillegalconduct.Astoshowrespecttofriends,DatongXupunishedhisownsonphysicallyinfrontoffriends.Butthiswasmisinterpretedasviolencebyhisforeignfriends.ThisisamisunderstandinginculturebetweenEastandWest.Anditisalsotheproblemoflawconsciousness,intheUnitedStates,ifparentsbeatchildren,neighborsreportedtotherelevantagencyimmediately,becausetheirculturetellsthempublicaidforceisthemosteffective,butChinaisnotthesame,ifpeopleseeparentsbeatingchildren,ordinarypeoplefirstlycomplainloudly,afterallitishouseholdchores,ifitwastooserious,neighborssometimescometomediate,andthatmeanswewillusuallychooseprivateaidforcetosolvetheproblem,ofcourse,whichnotonlyshowtheChineselawconsciousnessgenerallyisnothigh,butalsoshowdistrustofpublicpower!Thisdistrustisnotonlyinthetheoryofwesterngovernments,butbecauseChina"sauthoritieshavenowaytowinpublictrustthroughtheiractions.15 PartⅡReasonsofFamilyEducationDifferencesbetweenChinaandAmericaintheFilmGuashaTreatment2.1DifferenceofhistoricalbackgroundDuringthesecondhalfofthe19thcentury,theUnitedStateswastheworld"sleadingeconomicpower.Economicprosperitycreatedthenecessaryobjectiveconditionsandguaranteestoeducationreformanddevelopmentinthat“GildedAge”.WhenalargenumberofindustrialistslikeCarnegie,Rockefellerandsoonbecamerich,theybecameaphilanthropist.AlotofmoneywasdonatedtotheschoolforeducationintheUnitedStates.EducationofUnitedStatesgainstheadvantage.However,eventhoughChina"seconomyisdevelopingrapidly,moderneducationhasjustbeguntotakeshape,andjustbegantospread.Eventhoughtherewas“WesternLearningthought”inthe18thcentury,itwasonlyasmallarea.2.2DifferencesofattitudestofamilyeducationTheUnitedStateshasadevelopedcommodityeconomy,anadvancedproductivity,manyemploymentopportunities,andlesssurvivalpressure,andTheUnitedStatesfocusonindividualability,themechanismofchoosingapersonforajobisperfectandTheUnitedStateshasfreemovementoflabor.TherearemanyopportunitiestoChangejob.ThereforetheAmericanhasanopenoutlookofprofessionandthewidechoiceofcareer.InTheUnitedStates,parentsthinkthataslongasthechildwillbeabletosurviveinsociety,thereisnodistinctionbetweenhighandlowrank(ofcourseitmustbelegitimate）.Therefore,intheUnitedStates,thepurposeofeducationforparentsfocusesonthebreeders.Thepeoplearemoremacroandwider,copewithshiftingeventsbystickingtoafundamentalprinciple.ButtheChinesepopulationislarge,hasrelativelylowlevelsofproductivity;chinahasalargegapbetweentheruralandurbanareas,andinthevastruralareas,thereisstillnoadequatefoodandclothing.Theyareveryfarawayfrommoderncivilization.ThereisasignificantdifferencebetweentheupperclassandOrdinaryworkersinthecity.andnottomentionthelaid-offworkers.Thesefamilieswanttochangedtheirfates;readingisalmosttheonlyway.Thethought“Alllow-grade,highreadingistheonly”deeplyoccupiedtheseparentsbrains.15 SotheChineseparentshave3steps,theImperial-popping-richthenitconvertedtothenewtrack“goodresults-goodwork-goodincome”.Therefore,theeducationalpurposesofChineseparentsistobeabletogetintogoodschools,tohaveanoutstandingacademicperformance,toobtainahigherdegree2.3DifferenceofthinkingmodeTheAmericansarerationalandUnitedStatesfamilyrespectedfundamentalprinciplesofrationaltreatmenttofamilymembersandFamilyAffairs.InTheUnitedStates,parentsraiseandeducatetheirchildren,asthedutytothecommunity,andthisisbeyondtheindividualposition,ratherthanfromthefamilyitselforitsownbestinterestoftheirparentstolookatfamilyeducation.Sincetheybelievethatraisingchildrenisaduty,itisnotthechild-protectionfortheold,andtheydonothaveanreturntotheirownhomesfortheelderlywhoenterertheoldfolkshome(ofcourse,thepracticeswhichtheChinesepeopletreatasimmoralpracticesoriginateintheUnitedStatessocialsecuritymechanisms,andculturalcostumes)Chinesepeoplearesupremeaffection.FamilyeducationinChinabasedontheethical,emotionalsensetorule,todealwithfamilyrelationships.Myparentstreatthechildastheirownprivateproperty,andtheyconsidertheirchildren"seducationfromaPersonalPensionorpersonalhonorfaceperspective,Ineverypossiblesympathyandaffectionofparents,itimpliesmoreintense“exchangegifts”ofpersonalrelationship.Thus,itisnotdifficulttounderstandwhytheChineseparentshopethatasonwillgrowuptobesuccessfulandhopethedaughterbecomesaphoenix.ItisoftenfarbetterthantheUS,anditistheutilitarianpurposeoffamilyeducation.ThereasonforthedifferencesbetweenChineseparentsandAmericanparentsisthattheyeachhavedifferentroleorientation.Chineseparentsconsidertheirchildrenastheirownproperty.Theythinkthechildrenareaffiliatedtothem.Thechildrencanonlygrowupundertheircontrol.MostoftheChineseparentsplaytheroleofarrangingchildren’sfate.Thiskindofrelationshipisobviouslyunfair.However,Americanparentsregardtheirchildrenasfreeandindependentindividualssincetheirchildrenareborn.Theyputtheirchildreninanequalposition.Theypaymuchattentiontotheequalcommunicationandrespectchildren’sideasandneeds.Intheprocessoftheirchildren’sgrowth,theygivethemguidanceandhelp.1Hence,Chineseparentshaverightstoscoldandbeatthechildrenwhentheydosomethingwrongandtoleavethemaloneathome,whileitisillegaltodosuchthingsinAmerica.15 PartⅢInspirationoftheAmericanfamilyeducationtoChinesefamilyeducation3.1UpdatingtheconceptoffamilyeducationThoughtdecidesactions.ImprovingthequalityoffamilyeducationmustupdatetheconceptoffamilyeducationastheGuide.Accordingtoasurvey,Chinafamilyeducationforprimaryandsecondaryschoolshavemanyproblems,suchasfamilychild-centric,forcingspoon-fededucation,thelifestyleofpackageeverything,orparentsspoiltheirchildren.Parent’seducationisnotconsistent.ButintheUnitedStates,familyrelationsbetweenparentsandchildrenareharmonicallyequaltoeachother.Theyarenotmandatorytoaskingachildtodosomethingtheylovetodo.AsaResult,theChinesechildrentendtoberebelliousandBycontrastAmericanchildrenarerelativelyobedient.Soweshouldchangeourthoughtprimarilybeforeourbehaviorwillbechanged.Forexample,inthemutualrelationshipoffamilymembers,ChineseparentsalmostinthedominantpositionofitbutAmericanparentsattachmoreimportancetogetalongwiththeirkidsequally.Abouttheconceptofchildcare,ChineseparentsalmosthopetheirkidscanfindagoodjobtobeprosperousinthefuturebutAmericanparentslaystressonpromotetheirkids’capabilityoflivingadaptation.AboutthewaysofeducationbetweenChinaandAmerica,ChineseparentswillingtoundertakethewholethingsforgivingtheirkidsmoretimetospendonstudybutAmericanparentstendtomaketheirchildrendomanypracticalthingsallbythemselves.ThedisparitybetweentwocountriesresultinthelivingadaptationofChinesechildrenisinferiortoAmericanchildren.Itismeaningfultopromotechildrentogrowhealthilyandenhancetheirownintegralqualityifwecangoodunderstandandtakeexamplebyforeignadvancedmeansofeducationforchildren.Whenwetreattoothersandsociety,ChineseprosegoldenmeanandharmonybutAmericanscompetitionandstriveforlife.3.2Payingattentiontothechildren"sall-rounddevelopmentAmericanparentspaymoreattentiontothechildren’sall-rounddevelopment.Americanpeopleareencouragedtodeveloptheirownautonomywhentheywerechildren.ThegoalofAmericanfamilyeducationistobetterdevelopmentfortheirkids,providethemanoptimistic,15 positivecreativeandconfidentenvironment.Therefore,Americanparentspayattentiontocultivatethemtohaveindependentabilityandfreelydevelopment.Furthermore,theyalsoencouragetheirkidstrytodoeverykindsofnewthingssothattheycanbepracticedtodeveloptheirpersonalquality.IntheeyesofAmericanparents,theirkidsarepersonwhohaveindependentpersonalityandbeequaltotheirparents.Totheevaluationoffamilyeducation,parentsshouldcommunicatewiththeirchildrenequallyandcarefortheiropinionwhichwillbeacceptedifit’sreasonable.Itcanmakesanappropriateevaluationforchildren’sdevelopmentandhelpfultotheirdevelopmentofindependentpersonality.Bycontrast,althoughChineseparentsencouragechildrentohavecomprehensivedevelopmentonthelipsinChina,whiletheycannotgraspinreallife.Notonlythereformoffuture’ssystemofeducationofChinashouldencouragechildrenorimprovetheall-rounddevelopment,butalsotheyshouldtakeaction,makefeasibleschemetoachievetheall-rounddevelopment.Inordertodoit,weshouldfirstlyinculcatetheideatoChineseparents.3.3RaisingindependentthinkingabilityofchildrenAmericanparentsalwayssay“nomatterhowrichyouare,youcan’tspoilyourchild”sotheyencouragechildrentolookforapart-timejob.Theybelievethemethodsofthiscantrainkids’willpowerbecauseduringthisperiod,thekidscanbecultivatedanindependentthinkingwhichenablethemtoadapttothecompetitivesociety.SoChineseparentsshouldlettheirchildrendowhatisgoodfortheirfuture.Americanparentspaymuchattentiontoindependentthinkingabilityofchildren,whenchildrenmakemistakes,theywillnotcriticizetheirchildrenorgivethemtherightanswers,whicharedifferentfromtheChineseparents,butencouragethemtogainrightanswersbytryingtheirownefforts.ThisisworthreferenceforChina.Ifparentsalwaysfindrightanswersforchildren,inthelongrun,thechildrenwillformonekindofdependency.Itisjustliketheprincipleofhumanbeings.Ifparentsalwayspavethewayforchildren,oncechildrenfaceddifficultiesortrouble,andparentshelpthemtotackletheproblems,itwillleadtothesituationthatchildrenarelackoffaithandencourageinfacingtroublesanddifficulties.15 ConclusionInsummary,therearedifferencesofeducationconceptbetweenChinaandAmerica,buteachkindofthemhasitsownweakpointsandstrongpoints.Chineseeducationemphasizeinculcateknowledgetochildren.Theyshouldobeytotheauthority,forexample,theirparents,teachers,elders.Italsopaidattentiontolengthwayscultivationfortheirchildrenwhichadvocatethecultivationofmoralityandethics.Americanparentspayimportancetotheapplicationofknowledgeofchildrenandencouragechildrentocriticizetheauthorityandknowledge.Differentwaysofeducationcultivatedifferenttalents.Forexample,theattitudeisstrictbutconservativewhenChineseparentshandwiththingsforChinesestudents,Chineseparentshesitateandfearofdoingsomethingwrongswhichisnothelpfultocultivationofcreativenessforthechildren.Americanstudentsareprovidedwithconfidence,self-reliance,andthespiritofinnovation,butbecausetheyaretoorelaxedandnotself-restraint,whichiseasilyledtoahighcrimerateofjuveniles.Infact,thedifferencesoffamilyeducationarethereflectionofvariouskindswhichalsomanifestintheconceptofvaluesandbeliefofpeoplebetweenChinaandAmerica.WeallknowthatConfucianismistreatedasmoralparagonofChinesesociety,butChristianityistheleadingideologyofAmericanpeople.BecauseofthedistinctionofculturebetweenChinaandAmerica.Therefore,familyeducationisakindofculturewhichinteractsandinterpenetrateswitheachother.Tofamilyeducation,wecanfindsometraitsandsourcesofuniquecultureofcertainnationalities.Totheculture,wecanalsoseethetraceoftraditionalconceptofeducation.Peoplewholiveinacertaincultureenvironmentwillbecultivatedtohaveaspecificconceptofeducation.Anddifferentwaysofeducationwillbringaboutdifferentculturesandfeaturestodifferentnationalities.Asaresult,weneedcombinethefavorableelementsofChinaandAmericatooureducationtoestablishanappropriateeducationforchildren’sdevelopmentwhichwillcultivatemoretalentswhocanadapttotherequirementoffutureinternationaltalentsmarket.Intheendofthefilm,wearedelightedtoseebreathtakingscenethat“ChristmasFather”climbsWaterpipe.Afamilyofthreeholdintheirarmstoenjoytogether,whythedirectorchooseholidayslikeChristmasisnotonlybecauseDatongcanhaveadisguiseimage,alsotoexplainthattheChinesereunionculturecanalsoappearinthewestfestival,andthisinvolvesthewidespreadofculture.Thevalueoftwocountriesisnotabsolutelydifferent.Theyinfluenceeachother,andmutuallypenetrate.15 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