求5篇有关成长的烦恼,中外家庭教育差异的文章求5篇,只要英文就可以了,

求5篇有关成长的烦恼,中外家庭教育差异的文章求5篇,只要英文就可以了,
求5篇有关成长的烦恼,中外家庭教育差异的文章
求5篇,只要英文就可以了,

求5篇有关成长的烦恼,中外家庭教育差异的文章求5篇,只要英文就可以了,
第一篇（成长烦恼）：I think my identity quietly percolated up.
I had a really hard time with my identity. I think I wanted to fit in, I wanted to be American, and for the first 20 years of my life — I remember when I was at Yale I was recruited by the Asian American Society, ASA, and I was so uncomfortable. I was foreign in that group.
If you think about it I was the only Chinese American growing up so I looked out at everyone and everyone is white. So, what would make me more uncomfortable was hanging out with a group of Chinese Americans. And I knew that this was bad, like what is wrong with you, you're Chinese American? And — and I remember just politely declining becoming part of ASA at the time. And it's taken me my next 20 years to really understand.
And what is ironic is my work is inspired as much by an eastern sensibility coming from my father and probably my mother. It's there but I've only recently become really aware of how in a strange way it percolated up — I think identity quietly percolated up. My father — everything we lived with at home he made: most of the pots we ate off of, a lot of the furniture. He was a master craftsman and the joinery and the detailing was very clean — it was modern.
It was the 50's modernism, but it was also — in it's simplicity, in the shapes, in the colors - he was brought up in China so that whole aesthetic. I went to his childhood home in Fujian and it was very Japanese based. I was sort of stunned because I've always felt my aesthetic is almost at times closer to the Japanese sensibility than the Chinese sensibility. At a certain point the temple architecture in China — and I think is more of the Baroque period — is very flourished, and I prefer this very minimal, simple look.
And I just felt like why is that? My mouth, my jaw was open as I walked through my father's house, the childhood home that he was brought up in, because it was laid out like a very traditional vernacular Japanese house. I found out it was also a Chinese style house — it was a mix. Apparently my grandmother, his mother, loved Japanese architecture. So, you could say that what he brought with him and was making for us is how I began to see the world.
第二篇（中外家庭教育差异）：Major differences in Chinese and American education
An American headmaster at a junior high middle school says that Chinese education aims to teach student how to imitate, while American education targets to teach student how to think independently.
The headmaster have paid visit to several Chinese middle school in Ningbo and Jiaxing, China’s southeastern Zhejiang Province. He pointed that Chinese students were taught to learn by rote. In contrast, American students were taught to ask more questions. That’s why Americans are more innovative than Chinese students after they grow up. The result of two different ways of educating is: Americans are good innovators /novelty-generators, whereas Chinese are good imitators. What do you think of Chinese education?
Having worked in education in America, I can tell you that America's innovativeness is in grave danger of disappearing. Until about the mid 1960's, American education stressed the same things as China. As a result, we made enormous strides in all fields. The innovations that have been driving America have been coming from the baby boomers who grew up during both periods. First, they were forced to exercise self control and learn (yes by rote). Later, by they time they got to high school and college, American education had begun to drift away from rote learning. So, these folks were allowed to express themselves more and more. Most of them already had good work habits so they went on to become highly successful people and brought us many of the wonderful things we have today. A few, fell victim to drug abuse, laziness, etc.
The generations that have come since are increasingly undereducated, unmotivated, etc. A few whose parents did not buy totally into the new way of educating are doing well and are on their way to becoming the new elite.
Asking questions is a good thing, but learning a little first so you are equipped to ask intelligent questions and to understand the answers is much better.
I remember during the early 60s people used to say that the Japanese were good immitators, but were not good innovators. No one says that anymore.
In closing, I would say that America and China should look at each others' educational systems closely. I believe they will find that during the early years, structure and rote learning are essential so that later on, when the minds begin to mature and creativity is ready to blossom (age 17, in my opinion), the students will be ready to channel their creativity in useful directions instead of wasting it.
第三篇（中外家庭教育差异）：American Creativity vs. Chinese Skills
Peng Guohui, principal of Jindao Middle School in Guangzhou, China, recently discussed his views on the differences between the Chinese and American education systems with Education Week Staff Writer Sean Cavanagh. Mr. Guohui said he was impressed by American teachers' use of "real life" examples in class—for example, biology teachers' incorporation of plants and simple organisms in science lessons—on a trip to the United States last year. At the same time, he was surprised to see middle-school American students lacking in basic computation skills that their Chinese peers would have mastered years earlier.
"Knowledge acquisition is the basis for creativity," he argues.
第四篇（中外家庭教育差异）：The Difference Between Chinese and American Teachers
Newswise — For the past 20 years, studies of math achievement have shown that Chinese (and other East Asian) children consistently outperform their American counterparts in almost every area. Explanations have focused on differences ranging number-word systems and parental expectations to student motivation and curriculum content.
Now a study published in Contemporary Educational Psychology by Teachers College Professor Stephen Peverly and former TC students Zheng Zhou of St. John’s University and Tao Xin of Beijing Normal University suggests that Asian teachers simply know more about math. In a comparison of 162 third-grade mathematics teachers in the US and the People’s Republic of China, the researchers found that while American teachers were more knowledgeable about general educational theories and classroom skills, Chinese teachers had stronger knowledge of the subject matter they were teaching, as well as a better understanding of the overall elementary curriculum that their students had covered and would cover in later years.
The difference was partly attributed to the fact that most U.S. teacher preparation programs focus on how to teach mathematics rather than on mathematics itself – and that once U.S. teachers become certified they do not often have the opportunity to improve their knowledge of the subject. The study’s authors also suggest that many U.S. math teachers are not adequately prepared to teach their subject because they, themselves, may have been poorly educated in math in elementary and secondary school.
The study focused on teachers’ level of knowledge about concepts, computations and word problems involving fractions; their skills in teaching fractions in a way that ensures student comprehension; and their knowledge of more general issues such as child development, learning theories, and classroom management.
Researchers looked at both the content teachers said they would assign to their students and the way they presented the concepts. While both Chinese and American teachers used similar methods to teach fractions—using hands-on learning tools, folding pieces of paper, coloring in geometric shapes.—there was a big difference in the information each group presented. Most of the American teachers in the study, when asked to about their teaching methods, rarely mentioned content. Chinese teachers, on the other hand, spoke in great detail about the content they present to students, and that content demonstrated a deep understanding of the subject matter as well as knowledge of the entire elementary mathematics curriculum.
Overall, Chinese teachers had a better understanding of the mathematical concepts they were teaching than did their U.S. counterparts. The study confirmed findings of a previous study that found that U.S. teachers do not have “a profound understanding of fundamental mathematics.” This, despite the fact that all the American teachers in the study held a bachelor’s degree and more than half had obtained a master’s degree, while most of the Chinese teachers were trained, after junior high school, at a three-year teacher-training school where they studied subjects equivalent to those offered in high school. American teachers also had taken more courses on teaching methods and general educational and psychological principles related to teaching than did Chinese teachers.
The researchers found that more experienced American teachers were better able to identify important points for teaching fraction concepts. For Chinese teachers, however, mastery of this skill did not depend on experience, with less experienced Chinese teachers demonstrating the same proficiency as their more experienced counterparts.
Chinese teachers also showed a better understanding than American teachers of their students’ prior mathematics knowledge relating to fractions. The Chinese teachers reviewed concepts students had studied previously and found opportunities to lay the groundwork for what students would be learning later. American teachers rarely displayed the same understanding.
American teachers, on the other hand, were more knowledgeable than Chinese teachers about concepts covered in educational psychology texts.
Researchers summarized that while Chinese teachers were effective in providing instruction based on how well they knew the subject matter, their limited understanding of underlying psychological aspects of learning could be problematic. This limitation could possibly lead to problems related to student motivation, spontaneity, and creativity among other things. American teachers’ comparative lack of understanding of the subject matter revealed that teacher preparation programs in the U.S. should focus more on increasing understanding of the subject and that in-service training should be improved.
Teachers College is the largest graduate school of education in the nation. Teachers College is affiliated with Columbia University but is legally and financially independent. The editors of U.S. News and World Report have ranked Teachers College as one of the leading graduate schools of education in the country.
Teachers College is dedicated to promoting equity in education and overcoming the gap in educational access and achievement between the most and least advantaged groups in this country. Through scholarly programs of teaching, research, and service, the College draws upon the expertise from a diverse community of faculty in education, psychology and health, as well as students and staff from across the country and around the world.
第五篇（中外家庭教育差异）：Adolescents' Perceptions Of Their Parents' Academic Expectations: Comparison Of American, Chinese-American, And Chinese High School Students
The cultural and historical backgrounds of people in America and China differ dramatically. Chinese civilization is ancient and for over 2,000 years was an inflexible, hierarchical, feudal society. Even today, the culture is strongly influenced by Confucian philosophy, which exalts the scholar and emphasizes human malleability, the value of self-improvement, and the unity of the family. As a result of this tradition, Chinese children are considered more obedient and respectful to elders. They are more concerned about their parents' expectations and evaluations and work diligently to receive good grades in order to avoid disgracing their family. In 1975, an American delegation investigating early childhood development in China reported, "Although parental standards for good behavior were rather exacting, they seldom require reinforcement, since children generally lived up to or even exceeded expectations" (Kessen, 1975, cited in Kit-fong Au & Harackiewicz, 1986). Similarly, Chung and Walkey (1989) concluded: "The Chinese students attribute higher academic expectations and higher achievement orientation to their parents' response to failure and a greater sense of obligation to their parents than is found among the European students."
American children, especially adolescents, function more independently than do their Chinese counterparts. In an analysis of child-rearing practices over two thousand years, Bossard (1954) reported that only in this century, and almost exclusively in America, have children been assigned status in any manner equal to that enjoyed by adult members of the family. Specifically, Lindgren (1976) noted: "When we compare family life in America and Germany, we are struck by the greater freedom for self-expression and self-assertion enjoyed by the American child."
Weggel (1987) concluded that the Chinese base their behavior more on group norms and traditional values (e.g., respecting their elders). In contrast, Americans are oriented more toward individualism and autonomy (e.g., self-realization), according to Krumm (1988). Weisz et al. (1984) also noted different control strategies: Americans and Europeans more often use "primary control," attempting to solve problems by changing their environment. Chinese apply "secondary control," solving problems through conformity.
不知道你要多长的文章呢?