英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）

最新英语专业全英原创毕业论文，都是近期写作

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不同的阅读任务对高中生英语词汇附带习得的影响 汉语茶文化特色词的英译研究——以《茶经》和《续茶经》为例 从文化角度看林语堂的《吾国与吾民》 爱伦坡哥特式小说探析 模糊限制语在求职中的应用研究 从目的论看《红楼梦》中灯谜翻译 从《篡夺》中看辛西娅奥兹克作品中的反偶像崇拜精神 《呼啸山庄》中男主人公希斯克利夫复仇动机分析 万圣节与时尚设计 On the Female Influences on Pip’s Character in Great Expectations 从《道连?格雷的画像》看唯美主义 女孩与玫瑰—《秘密花园》中生态女性主义解读 《哈姆雷特》中不言而喻的隐喻魅力(开题报告+论文+文献综述 ) 论《红字》中珠儿的象征意蕴 中美拒绝策略研究 A Comparison of the English Color Terms 论《红楼梦》在英语世界的传播与误读 爱伦?坡的《乌鸦》中的浪漫主义分析 《麦田里的守望者》中霍尔顿的性格分析 论《木木》中屠格涅夫的反农奴制思想 英汉诗歌中“月”意象的认知解读 A Comparison of the English Color Terms 传统道德与时代新意识之战―论林语堂在《京华烟云》中的婚恋观 立法语言模糊现象研究——以刑法为视角 论《夜色温柔》中的感伤主义 从文化视角浅析英汉数字的翻译 《呼啸山庄》中女主人公人物分析 战争对美国文学的影响 从目的论角度浅谈电影字幕翻译 Contradiction of Hawthorne Reflected in the Symbols and Images in Young Goodman Brown 马斯洛需要层次理论下的《奥兰多》 Doomed Tragedy out of Desire-Driven Morbid Personalities in Nabokov’s Lolita 论《黑夜中的旅人》中主人公的信仰冲突与融合 “I” and Rebecca－－A Study on the Comparison of Two Female Characters in Rebecca 习语的文化现象及翻译策略研究 Coherence in English-Chinese Translation: A Pragmatic Study 《西风颂》 两个汉译版本的文体分析 从目的论的角度看英语言语幽默的翻译 试析中文歌曲汉英语码转换的形式与功能 中餐菜名的英译与饮食文化传播 浅析托尔金在《魔戒》中的创作特色 The Application of Multi-media in Middle School English Teaching

英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示） 43

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《洛丽塔》—时间的悲剧 语结与英语长句的翻译 比较约翰·邓恩与艾米丽·迪金森诗歌中奇思妙喻的艺术效果 The Services of Selfless Love－－-A Thematic Study of O Henry's Short Stories 从《所罗门之歌》看美国的黑人文化 电影《死亡诗社》中的教育意义 从《奥兰多》看伍尔夫的双性同体 A Comparative Study of Chinese and English Polite Languages 从奥运菜单看中式菜肴英译名规范化程度 礼貌原则视角下奥巴马演讲技巧的分析 论侦探小说中的侦探话语的谎言测定 (日语系毕业论文)浅谈中日饮酒艺术 中美企业并购中的文化整合分析 初中英语词汇教学中对策研究 企业文化在企业发展过程中所起的作用 高中英语听前活动设计探究 奥古斯丁在《忏悔录》中对于新柏拉图主义的应用 《身着狮皮》中的话语、移民与身份 体态语在英语课堂教学中的运用研究 归化与异化策略在字幕翻译中的运用 英汉礼貌用语对比研究 从《夜莺与玫瑰》看王尔德唯美主义的道德观 从功能对等理论看汉语文化负载词的英译 论《红字》中的孤独因素 爱情，悲剧和战争——《永别了武器》关键元素的分析 女性主义视角下《傲慢与偏见》的情态意义解读 An Analysis of Hemingway' Religious Complex in The Old Man and the Sea 从《到灯塔去》解读弗吉尼亚伍尔夫的女权主义思想 《魔戒》中的现实主义初探 “欧亨利风格”在其短篇小说中的分析 “笼中鸟儿们”的反抗－－从《琐事》中解读女性意识的觉醒 An Analysis of Fagin in Oliver Twist A Comparison of the English Color Terms 跨文化交际中的中美幽默的比较 爱默生的自然观－－生态批评视域下的《论自然》 艾米丽狄金森的诗歌《我不能与你一起生活》的多重主题研究 A Comparison of the English Color Terms 浅议提高英语阅读速度的方法 《名利场》的女性主义解读 英语幽默语的语用研究 论《格列佛游记》中的讽刺 以姚木兰和斯嘉丽为例看东西方女性意识差异 比较《百万英镑》和《阿Q正传》 从文化视角浅谈旅游英语翻译

英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）

87 论初中英语教学中的情景创设

88 Which Woman is More Popular in Modern Society：A Comparative Study of Tess and Jane 89 英语学习能力与风格的性别差异研究

90 A Comparison of the English Color Terms

91 从跨文化的角度看翻译的归化与异化

92 方位介词“over”的隐喻含义研究

93 《麦田守望者》中霍尔顿的性格分析

94 中西方“云”文化的对比研究及其翻译

95 从文化角度探析品牌名称的翻译方法

96 A Psychological Analysis of Mary in The Grass is Singing

97 格赖斯会话合作原则与莎士比亚喜剧中的幽默解读

98 从奈达的功能对等理论看《老友记》字幕中的幽默翻译

99 成语翻译中的文化缺省与翻译补偿

100 语义翻译与交际翻译在英语专业八级翻译考试中的应用

101 试析美国女性政治家希拉里?克林顿的成功因素

102 英语专业听力课程教学效率的调查与分析

103 跨文化交际中的语用失误

104 英汉颜色词在文化背景下的不对应性

105 对《觉醒》的女权主义解读

106 英汉习语文化差异及其翻译

107 英汉状语语序修辞对比与翻译

108 教师对学生英语学习动机的作用及相对应的培养策略

109 American Individualism as Shown in Forrest Gump

110 从动画片《喜羊羊与灰太狼》和《猫和老鼠》对比中美儿童教育的差异

111 清代以来中西文化交流对中国婚俗的影响

112 游戏在初中英语教学中的作用

113 从fans和PK看西方文化对汉语言文化的冲击与影响

114 对《汤姆叔叔的小屋》中人物的圣经原型解读

115 论礼貌原则在国际商务信函的应用

116 《红字》中的基督教因素初探

117 Translation Strategies about Vacant Words in Dreams of the Red Mansion

118 海明威文学创作中主题的转折点——《乞力马扎罗的雪》

119 The Influences of the Bible on Some American Movies

120 跨文化交际中的肢体语言

121 论《在另一个国度里》中的象征主义

122 影响中学生学习英语的因素

123 英语习语学习策略的探究

124 关于《麦田里的守望者》中霍尔顿成长历程的研究

125 英语财经报道中的词汇衔接研究

126 英语广告语的语言特色分析

127 伊丽莎白．贝内特与简．爱的婚姻观之比较

128 从文化角度谈商标的中英互译

129 Status Quo of C-E Translation of Public Signs in Shanghai and Strategies for Improvement 130 从用餐礼仪看中美核心价值观差异

英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示） 131 从对立到和谐—解读伍尔夫《到灯塔去》的女性主义

132 从关联理论角度分析《绝望主妇》中话语标记语I mean

133 功能对等理论下的新闻词汇翻译

134 从模因论角度下谈广告语的仿译

135 哈里的迷惘与自我救赎——《乞力马扎罗的雪》的哲学解读

136 艾丽丝沃克《日用家当》中的人物解读

137 东西方文化中团队意识的差别

138 《阿甘正传》的人称视角浅析

139 浅谈企业形象广告设计

140 星巴克在中国取得的成功及启示

141 从功能理论角度分析电影《点球成金》字幕翻译

142 《飘》—斯嘉丽女性主义意识的成长历程解读

143 Dickens’ Humanitarianism in The Two Cities

144 西方吸血鬼与中国鬼的文学形象比较（开题报告+论）

145 中美广告创意的文化差异性研究

146 解读奥斯丁小说《诺桑觉寺》对哥特传统的模仿与颠覆

147 奥巴马演讲词的人际意义研究

148 商务英语合同的词汇特征

149 从文化视角考察中英语言的称谓语差异

150 《奥罗拉?李》中的女性形象解读

151 论促销在市场经济中的重要性

152 An Interpretation to The Characters in Nella Larsen’s Novel—Passing 153 对话中语用意义的理论视角

154 愤怒的尊严——浅析《愤怒的葡萄》中失土农民的抗争历程

155 中西文化中颜色词的象征意义

156 试论提高初中英语作业的效果

157 从功能对等角度看公示语的翻译

158 模因论视角下的中国网络新词翻译策略

159 理想与现实的冲突——《献给艾米丽的玫瑰》新解读

160 论多丽丝?莱辛小说《金色笔记》中的现代女性意识的体现

161 商务活动中的习俗、礼节和礼仪探析

162 从目的论看电影《音乐之声》中对白的汉译

163 从“水”的隐喻看中西文化的差异

164 魔幻现实主义在《所罗门之歌》中的应用

165 初中英语阅读教学中存在的问题及对策研究

166 当今英式英语和美式英语的对比

167 对《呼啸山庄》中女主角的女性哥特情结分析

168 从女性意识的角度解读《荆棘鸟》中的女性形象

169 《晚安,妈妈》中公共汽车和洗衣机的象征寓意

170 文化背景知识在英语教学中的作用

171 新闻英语标题的特点和翻译

172 由中国的圣诞节“热”来看中美文化的冲突及融合

173 从幽默取材看中英传统价值差异

174 跨文化交际中的中西方饮食文化差异

英语专业全英原创毕业论文，公布的题目可以用于直接使用和参考（贡献者ID 有提示）

175 中西方节日文化差异研究

176 从《虎妈战歌》看中西方家庭教育的差异

177 认知语境在语言交际理解中的作用

178 On Classification of Chinese Dish Names and Their Translation Strategies

179 《黑暗之心》主人公马洛的性格分析

180 A Comparison of the English Color Terms

181 从美学角度浅谈英文电影片名的翻译

182 从功能理论角度分析电影《点球成金》字幕翻译

183 目的论在广告翻译实践中的应用

184 英语姓名的文化内涵

185 企业英文简介中的概念语法隐喻分析

186 A Comparison of the English Color Terms

187 由个性反映出爱—《傲慢与偏见》中的婚姻观

188 《雾都孤儿》中的浪漫主义与现实主义

189 浅析《喜福会》中的中美文化碰撞与融合

190 女性意识在《红字》中的表现

191 从保罗的恋母情结角度分析劳伦斯的《儿子与情人》

192 An Analysis of The Bible’s Influence on British and American Literature

193 关联理论视角下的文化负载词翻译研究——以《丰乳肥臀》英译本个案为例

194 欲望与命运－－《推销员之死》与《旅行推销员之死》中主人公的悲剧根源之比较 195 从《通往雨山之路》看美国印第安文化的逐渐衰落

196 An Analysis of Translation of Road and Traffic Public Signs

197 英语新闻中批评性语篇的对比分析

198 A Comparison of the English Color Terms

199 托马斯哈代与张爱玲作品中女性悲剧命运对比研究——以苔丝和顾曼桢为例 200 从《一个干净明亮的地方》和《老人与海》看虚无主义中的抗争及其发展

 

第二篇：英语毕业论文的范文

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※以上为论文内容的格式要求，其它排版和装订要求见《华南师范大学本科毕业论文（设计）撰写基本规范》

附：英语专业毕业论文全文--张燕兰范文

Abstract

So far, with the rapid development of the social economy and the practice of examination-oriented system, many Chinese parents pay great attention to intellectual education and neglect moral education. Therefore, that the parents focus too much on intelligence development makes the morality of children tend to the desertification and the adolescent problems emerge one after another incessantly. Family moral education has been the study subject for the scholars. To solve the problem is extremely urgent. The writer does a comparative study and analysis of moral education between Chinese and American families. The contents include the reasons for formulating the notions of Chinese family moral education, such as historical reason and influence by Confucianism as well as American ones such as, influence by religion and individualism. In order to analyze further the difference between the two countries, it also discusses the educational notions, objectives, contents and modes and then puts forward some suggestions to family education, and seeks for solution to remove the malady of Chinese family moral education.

Key words: China， America， family moral education

中文摘要

目前,随着社会经济的快速发展和应试教育制度的推行, 许多中国家长都存在“重智轻德”的现象。家长过于注重智力开发使得孩子的道德趋于冷漠化,青少年问题层出不穷。家庭道德教育也已经成为许多专家学者研究的对象。解决道德教育这个问题迫在眉睫。笔者通过对中美两国家庭道德教育，包括受中国历史和儒家思想影响形成的道德教育观念，美国受宗教和个人主义而形成的观念方面进行比较和研究，为进一步分析两国家庭道德教育的差异，还对教育目的、内容和方式做了比较，进而提出对我国家庭教育改革的启示，解决当前中国家庭道德教育的弊端。

关键词：中国， 美国， 家庭道德教育

A Comparative Study on Moral Education between

Chinese and American Families

Student №: 038174124 Author: Xxx

Supervisor: Wang Jian-ye Associate-professor

(Foreign Languages Faculty, Nanhai Campus, South China Normal University, Nanhai 528225)

1. Introduction

Family education, in other words, is formative education. It plays a significant role in the development of a child’s personality. Children will be imperceptibly influenced by their parents. So far, there are different versions of definitions about family education. “Some domestic scholars define that family education means that parents or other elder educate children consciously at home. Some researchers say that family education is an educational activity, having purpose, conscious.” “In Encyclopedia of China, it says that family education actually happens among the family members, especially parents to children, the elder to the younger.”⑵ Family education also includes moral, intellectual, physical, aesthetic and labor education. Among them, moral education is the most important and holds pride of place. “The concept of moral education was first used by the Russian scholar, Kewergram at the beginning of 20 century. But, K. Nesoph definite that moral education means the specialized knowledge of the moral phenomenon which is restricted by the social structure and contradiction.”⑶However, with the rapid development of the society, the substantial life of people becomes better and better, while the spiritual life is more and more worrying. Here, there are some statistics. 87% children will contribute their love to the society; 43.5% children can communicate with their parents; 49% think that money is everything; 48% will do housework sometimes. The statistics indicate a big problem of our children. Since the society needs competent people and the examination-oriented education system is adopted in our country, the schools and families have been focusing on children’s intellectual education but moral education is neglected. The schools and parents have been investing an amount of money and time in intellectual education, so that it causes many problems of juvenile delinquency indirectly, such as murder, suicide, robbery, very violent. The crimes emerge in an endless stream. For instance, “a report from Guangming Daily said that a student from No. 4 senior high school in Jinhua city, named Xu Li who was born in a worker’s family. His father always works outside home, and he lives with his mother. His mother is a worker in some food company. She has been very strict with him. She pinches and scrapes and takes on everything so that her son can study whole-heartedly. However, Xu Li’s examination results fell into the eighteenth, and his mother threatened him to work harder next time, otherwise, she would knock hell out of him. Under the circumstances, Xu Li couldn’t tolerate such pressure so that he killed his mother with a hammer, when his mother was doing embroidery. ”⑷ Further, now most of the young are quite selfish, self-centered. Many of them are indifferent to the mothers-to-be, the elder as well as children when they are in ⑴

the vehicles. The morality of the young is on the verge of desertification. This issue has been given exclusive attention by the country and society. So it is with the United States. Family is the first place that supplies educational environment for children. Consequently, scholars at home and abroad have been studying on moral education in order to solve the problem. The researches often base on school but not family. To some extent, the results are fruitful, but moral fibre of the young has not improved yet. China and the United States are two totally different countries, with different culture, history background, economic system as well as systems of education and so forth. Consequently, Chinese parents’ opinions of family education differ from those of American parents, so that their objectives, contents, modes of family education are different. Family moral education in China bases on human relations, while it is on the basis of individualism in the United States. It is worth a lot studying the family moral education of these two countries. Therefore, this paper is for the purpose of discussing the similarities and differences on moral education between Chinese and American families in order to introduce some good aspects from American families to Chinese families, so that Chinese parents can learn something, realize their shortage in education and know the ways of educating children precisely and teach our children correctly.

Here, the paper will make the comparisons of moral education, including notion, objective, content as well as mode between Chinese and American families. Meanwhile, it puts forward some suggestions for better family moral education to children.

2. Comparisons of notions of moral education between Chinese and American families

The notions between Chinese and American families are different. For Chinese notion, it bases on the emotions, while the American notion is more rational, which emphasizes fairness.

2.1. Notions on moral education in Chinese families

Chinese family moral education that is on the basis of emotions emphasizes dedication. Humanity is taken as the core of Confucianism and the intrinsic nobility of motivation of the family members is affirmed and given full play. The correspondence of rights and obligation isn’t so important to the moral notion of Chinese. Family members forbear from asking for rights and work for no reward. The parents are indulgent, and the children are filial. Both of them do their duties. They are strict with themselves and lenient towards others. Chinese do their duties not taking their rights first and hoping that others will enjoy the rights while they do their duties and make contributions. It is the basic belief of Chinese families. Therefore, the citizens who are cultivated by Chinese families are dedicated, well educated with a strong sense of obligation and responsibility.

2.1.1 . Reasons for formulation of those notions in Chinese families

Notion of family moral education today is not formulated in a short while but influenced by some factors, such as historical reasons and influence by Confucianism. Both play an important role in formulating the notion.

2.1.2 . Historical factors

The notion of moral education is also influenced by the historical development, for dynastic changes happen continually in history. The thought of ideologists in different historical periods to some extent exercises a certain influence on the formulation of moral notion. “From South and North Jin dynasties to Sui and Tang dynasties time, Chinese traditional family admonition developed more mature. During this period, some official or emperor work of family moral education came out, such as Yan Parental Instruction or the Emperor Model of Emperor Tangtai Zhong. In addition, the female admonition also became reinforced and Book of Female Filial Piety came out and Female Analects of Confucius closely fellow after it. Further, Chen Family Discipline 33 advocated rewards and punishment. Going to Ming and Qing Dynasties time, it moved towards the fading period prosperously. The family moral education at that time had partial innovation. For instance, the parental instruction of Shang and Jia was valued. The national courage and patriotism were carried forward. However, it reached the peek under the rule of King Kangxi and Yongzheng. Later, the official parental instruction of Zengguo Fan prevailed for a time. But in short, it became dispirited day by day and had and hindered the development of the society. Especially, women became the victims when people accepted the feudal moral theories. The family discipline and clan regulations that were decreed by the national laws came out in abundance. Its punishment was either cruel or detailed. The family discipline at the end of Qing dynasty generally tended to react and would be replaced by revolutionists inevitably. ”⑸

Therefore, history has impact on the thought of people and leads them to a certain notion.

2.1.3 . Influence by Confucianism

In China Confucianism is extensive and profound, with deep influence on the whole nation. In the educational history of ancient time, Confucian education always lays a leading status. Confucian fairly values the role that moral education plays and put it first place at the aspect of fostering people. Confucian theory of morality is the core of Confucian education. Confucianism advocates the moral education with humaneness and etiquette-orientation. Further, it values several aspects of moral education, such as, filial piety, abidance by the relevant code of conduct and the law, love contribution. Confucianism influences generations from one to another. To this day, it also has a great impact on the notion of family moral education in China. As for moral education, today’s parents also put filial piety first. It is very important.

2.2. Notions of moral education in American families

As for family moral education, Americans quite emphasize fairness. Unlike China, the notion of moral education in American families is fairly rational, which takes fairness as moral principles. That everything is in line with fairness principles is of morality. Fairness emphasizes quality. It also stresses the unity of rights and obligation. Only when rights and obligation are together and the unity of oppositeness, it is fair. Americans take rights before obligation and stress the tenure of rights as well as the pursuit of freedom, which goes beyond the society, family and even nature. In American families, labor must be paid, including love. Rights and obligation are neither in accord with love or collide with it. Americans pursue both rights and obligation. It

is the fairness.

2.2.1 . Reasons for formulation of those notions in American families

The notion today of American families is influenced by several factors for a long time and finally formulated. Among them, religion and individualism have the main impact on it.

2.2.2. Influence by religion

Religion also plays a great role in family moral education of American, especially Christianity. The influence of Christianity on Americans mainly comes through in culture flied. Such kind of cultural influence works imperceptibly. Its religious culture still influences the ethics and morality of American deeply in daily life and becomes the moral baseline of American. Ten Commandments mentions filial respect to parents, no murder, no homicide, and no stealing, not giving false witness, no clinging to the property and wives of others, no illicit sexual relations and so on. Family moral education is in separable with religious belief. The belief in religious morality and enthusiasm and habits begins in family. Many Americans believe that only those hold God in awe can behave genuinely and squarely, while those who don’t fear will be lost in crime finally. Therefore, Americans restrain and standardize their behavior.

2.2.3 . Individualism

Individualism is such a kind of social trend of thought and values since the Renaissance and the Enlightenment. It is also a kind of social and political philosophy and moral values. Individualism advocates the value that is people-oriented and emphasizes individual dignity, rights, value, equality and freedom. Individualism exercises a great influence on American daily life. As far as Americans concerned, individual has the highest value and exists without rely on others. Moreover, individual is independent of the family relations. Yet, when individual enjoys freedom and equality, he must do rationally according to the basic principle. Americans safeguard own rights at the same time responsible for other people for principle. American parents respect the rights of children and give them freedom, and believe from beginning to end that children are individual. They have rights to enjoy individual dignity, rights and freedom as well as selection.

3. Comparative processes of moral education between Chinese and American families

Although family moral education is not the systematized education and parents are different from qualities, it is the same with school education having educational objectives, contents as well as modes. Among them, the objectives are the starting-point and destiny of the activities of family moral education. Moreover, the contents and modes are fixed according to the objectives.

3.1 . Comparative objectives of moral education between Chinese and American families

The objective of family moral education limits the direction and decides the general results. It is the core of family moral education and the basic reason, which causes the differences of moral education between Chinese and American families. The objective is the aim to foster what kind of children with morality by family education. As the objective is fixed, so are the contents and modes. Then, according to the objectives of Chinese and American families, what are the differences of expectations between them of children?

American parents aim at educating children to be the “real social human” with social responsibilities,

which is useful and adapt to the society and development. Therefore, American parents educate the children easily and stimulate the positive personalities of them to great extent to realize self-values. Under this objective, parents indeed cultivate children the abilities of self-consciousness and independent survival. American children sleep independently after the birth and play by themselves. When they are a bit older, they can have own room and charge it. They do some paid services such as cleaner, baby-sitter and newsvendor and so forth.

By contrast, Chinese parents want to foster the modest and kind citizen with noble character, who respect and love parents, love the collective, society and country, obey all kinds of rules and laws of country and so on. Thus, the stories that Kong Rong offers a big pear to the guest, that is, he is deferential to seniors. Another one, Huang Xiang warms the bed for parents. These stories are always used in family moral education. It aims at teaching the qualities of modesty and loving parents. Chinese children are fostered to be good citizens with a sense of obligation and responsibility.

3.2. Comparative contents of moral education between Chinese and American families

The contents of family moral education are designed according to the objectives and serve them. The contents are subject to the objectives. Firstly, in Chinese families, the ethical education that children do filial piety to parents is put first. That is, the younger are demanded to respect the elders so that the whole family can live a harmonious life. Secondly, the character of diligence and frugality is also very important to children. Chinese families advocate the industrial and thrifty qualities in order to let children grow healthily. Thirdly, labor education is very important. Because only the work can make children understand the significance of labor and the not coming-easily achievements so as to cultivate the responsibilities of children and teach them to be diligent and frugal.

In addition, the contents of moral education in American families are quite plentiful including trust, respect, responsibility, fair, and care and social ethics. Trust means honesty, no cheating, stealing, persistence in truth and loyalty to country and family. Respect includes respecting others, being tolerant and polite and so forth. Responsibility means doing one’s own job well and being reliable and prudent of work. Fair means no prejudice, listening for others’ suggestions and working according to the procedure. Care means kindness, enthusiasm, tolerance as well as help for others. Social ethics means cooperation, attendance, observing discipline and obeying the law, respect the elder and protecting the environment. In addition, American parents ask children do some housework to earn pocket money and let them know that money is hard-won, at the same time to cultivate their responsibility.

3.3. Comparative modes of moral education between Chinese and American families

The modes are concrete means for parents to accomplish the contents of family moral education. The choice of modes connects with the cultural tradition, customs and historical background and limited by the objective of education. On the other hand, whether the modes of family moral education are rational and scientific or not will influence the results of education. As for the modes of moral education in Chinese and American families, each has his strong points.

In American families, parents are very democratic. Firstly, children enjoy the rights of participation and freedom of speech. Parents often encourage their children to express own opinions and give comments on things. Secondly, American children have the rights of selection. Parents won’t take the place of children to choose things. Instead, they give children the confidence to do what they like and lead them to make the right choice. Further, children are encouraged to observe by their own eyes. Thirdly, American parents treat their children equally and respect the privacy of children. American children live in a free environment. In addition, religion also plays an important role in family moral education.

On the other hand, Chinese children lack the rights of choice and freedom of speech. In Chinese families, parents use persuasive modes to take education. They often inculcate moral theories in children by the authority at home, in order to form the notions of morality. Further, Chinese parents are good at history education. They usually teach children by some famous historical people and well-known allusions so that to some extent children can form the morality in mind.

Generally speaking, the modes of American family education are more rational. Besides, the modes of Chinese family education are up to the background and customs of our country.

4. Suggestions about better family moral education for the children in China

Family moral education today still remains the main theme. According to the research, 87% children are willing to offer their seats to the elder, the disabled and the pregnant women when they are in buses. 85% children will return the money when sales clerks give surplus changes. The result of the research is worrying. Yet, to solve the problem also meets many difficulties. In China, as the examination-oriented education and needs of talented people in the society mislead the parents, many parents take the intellectual education at the first place. They invest plenty of money and time in intellectual education while neglect moral education, so that juvenile delinquency happens frequently. The morality of children today is worrying. Therefore, family should take the great responsibilities of moral education to children. Today’s notion, modes of moral education don’t keep pace with the development of moral education. Thus, here are some suggestions for Chinese families to do better family moral education in order to cultivate the generations with high qualities for the country.

4.1. Chinese parents’ update on the notion of family education

“The famous educationist Sitena says that an ideal man is with morality, health and talent three together. Parents only value physical education and children will become barbaric; only lay stress on intellectual education and children will become fragile sick man or scoundrel in the society; only take moral education seriously and children will become sick man or coward.”⑹ Therefore, parents should update the notion of family education. While focusing on the intellectual education of children, they should also pay attention to the other kinds of education. Besides, parents should pay more attention to cultivate the five-love thoughts (love self, parents, others, society and country) and the abilities of self-independence, confidence, self-management, self-protection and so on. The moral education is very important, but to meet the demand of the society, intellectual, physical and other education should be carried out in a harmonious way. Updating on notion to

some extent can improve the quality of family education. Parents should strengthen studying the theories of family education and absorb others’ successful experience. Only the correct and advanced notion can parents know what is good for the education of children and how to do to promote it. With the rapid development of the society, the attitude of parents to family education deviates from the real family education. People focus on intellectual education and neglect moral education. The notion of family education is not sound, for parents never treat children as a “human”. The real notion of family education should be people-oriented. In parents’ eyes, children are not only children but also a “human”. They have own feeling, thoughts as way as deeds and a world, which belongs to them. Children are independent in human rights. Thus, parents respect children and pay more attention to moral education for them. Update the notion is very important. Parents should keep pace with the times and update the notion at any time.

4.2. Chinese parents’ enhancement on moral education

The famous French writer, Balzac says that children decide their future and mothers influence them and the future of the nation is in mothers’ hands. Therefore, whether parents are rational or not will change the future of children; patents’ abnormal personalities will destroy the life of children. The moral education is almost carried out by parents. Children are like a piece of virgin paper. Parent is the first teacher of children in life. Therefore, parent plays a decisive role in children’s character formation. However, they draw and write decide the life and characters of children. In China, many parents complain that their children always do something against them and often do something beyond morality. The problems happening in children indicate parents’ failure in education because of incorrect codes and notions. Yet some parents do not set a good example to our children and they neglect that their behavior and mind can influence their children in daily life. In fact, the morality of some parents does not reach the standards of morality. For instance, they are jaywalkers and they throw rubbish carelessly, sometimes deliberately. Children will do as parents do. Under the circumstances, in order to cultivate a good generation of morality, parents lose no time in improving their morality. Parents’ good qualities are the key to success of moral education. Only parents with good moral qualities can prepare the children who develop in a comprehensive way. “The educationalist, Spencer says that barbarous people prepare barbarians and merciful ones foster those who have a kind nature.”⑺ It is the truth. Therefore, parents should read some books about family education and healthy life to improve the qualities themselves in order to set a healthy and warm family environment to children.

4.3. Respect for the children

Children were born of an independent individual having personality and dignity. No matter how old they are, at least they are human beings, so they have rights to enjoy respect. Supporting the will of children to do independent activities can be considered as a way of respect children. At this aspect, the American parents do better than Chinese parents. There is no doubt that like the adults, children are also eager for respect. They hope to be respected and they need to be respected. In Chinese family, father always believe that they are the head of the family, so the children must submit to them. The status of children is just like women in ancient times, very low. Although children are very young and immature, they need at least some respect. Since they

were born, they live in a world under the rule of their parents. They must do things in accordance with the will of their parents. For example, parents demand them to learn instruments, and they must learn nevertheless whether they are willing or not. Some rich parents never listen to their children’s hearts and decide everything instead of them, so that the gap between parents and children becomes wider and wider. The gulf can be more difficult to be bridged. Some of our parents fear for children’s puppy love. In such case, they peep at their children’s dairies. According to the research, there is 78% parents don’t respect their children’s privacy. Children are quite sensitive and they believe that parents don’t respect and invade their privacy. At the same time, the hatred for parents begins to root in children’s hearts. Further, to some extent, it makes children indirectly believe that there is no respect among people, and they will go to extremes. They will leave home, commit crimes and live a carefree life that they believe it is. Therefore, children should be respected.

4.4. Education according to the personalities of children

Every child has his own distinct individuality. The character of children has an inseparable relation with the life, study, development as well as upgrowth. Good personality is such a kind of harmonious physiological and psychological development in terms of the inner organ. As for the outer organ, it is a kind of creativity of high efficiency. The comprehensive development of people unites with the molding of good personality dialectically. In the daily education, parents should set a good environment of freedom, democracy and happiness to foster the initiative, creativity and the excellent emotion of children. Besides, parents should give timely support and encourage to them and be good at finding out the highlight of children, teaching them according to their personalities, giving them the full respect of personality so that they can live and grow in a happy and healthy life. Lu Xun, the great writer in China taught his son according to the personalities of his son. The personality of children is in endless variety. Thus, parents should educate children according to their personalities. Further, they should respect children’s personalities. Parents should understand and grasp the physical characters of the children so that they can enlighten children on education.

4.5. Moral education in daily life

Family is not the special education entity. It mainly starts from life, and life is the centre. The education is only a part among them. Therefore, family education always happens in family life including every aspect, such as interpersonal relation, shopping, amusement and chat, as well as house cleaning. All of these are educational elements. Teaching by personal examples and verbal instruction is very useful and efficient. For example, “Tao Kan who was the great idyll poet’s grandfather was the famous general of Jin dynasty. Tao Kan’s mother taught her son a lot in morality. When Tao Kan was a petty official and he asked subordinates to send some salted fish to his mother. At the end, his mother wrote a letter to blame her son for his behavior going against morality and rejected the fish.” Parents should pay attention to pick such educational elements and lose no chances to teach children the morality. It is favorable for the formation of good morality of children. In addition, in the daily life, the attitudes and appraisals of parents to the society, others, self, other objective things as well as behaviors, no matter it is intentional or not, as a concrete, vivid pattern display some thoughtful ideas, the norms of morality and behaviors, which influence the understanding, feeling and ⑻

behavior. Children spend most of time with parents and the moral education happens in daily life. Parents are more than the first teacher of children in life and the teacher of moral education. The communication and understanding between parents and children are the important fact of moral education. Moral education is accordance with the process of education. It is a process that leads people to kindness and it aim at stimulating the conscience of people and enlighten people so that they can become a real person. Therefore, moral education cannot separate from human beings. Besides, people are the main body of the realistic and social life. First of all, moral education should focus on “human” and begin from daily life. On the basis of the experience of children, parents can set a moral education environment and combine education with practical life so as to make education a part of life. Further, the research of moral psychology shows that personally moral consciousness, as well as the establishment of moral belief, and all of them cannot be off the personal and realistic life and vigor. The moral education that breaks away from life experience is ineffective. Therefore, both schools and parents should carry out moral education in daily life. Wherever and whenever they are, they should catch every chance to teach moral education in spite of a little matter. Only the realistic life can make children embody the reality of morality. In addition, parents should set a good example to children.

4.6. Cooperation between families and schools

In order to realize the aim of moral development, the schools according to the outline of moral education, student discipline and the standards of moral curriculum that are made by the country and the executive apartment of education supply a systematic education of morality for children. On the other hand, parents should cooperate with the schools on their own initiative to make children do the same and actions in accordance with words as at home or in school and society so that it let children form the moral behavior habits, develop the moral belief and improve the ideological state of moral behavior. Both family and school are the two more important environments of education to children. They connect with each other for the same educational intention. Besides, children have close ties with them, so both of them have impact on the education of children. Undoubtedly, cooperation between family and school will be the best choice. Yet since ever, families and schools have educated our children separately. Parents even let the schools take the whole charge of education and they work wholeheartedly. The so-called connection between family and school happens in the parental meeting or because of children’s wrong doing. Cooperation seems impossible. While children’s conduct offends against the law and society, families and schools will attribute the matter to each other. However, both of them are the educational places for children and assume responsibility for children. In fact, schools merely focus on intellectual education and invest a lot of money and time in it. The moral course opened by schools to some extent makes sense, for it teaches a lot of moral knowledge to children, whereas it is inefficient, for children’s behaviors are out of accord with the morality. On the other hand, parents also invest excessive money and time in children’s intellectual education and neglect the importance of moral education. Thus, when children don’t satisfy the parents or they fail the examinations, they won’t escape from the scold and violence. Some families misunderstand that the successful children are educated under the violence. They don’t know that acts of violence are adverse to the development of children. Consequently, the

cooperation between family and school is overwhelming. Only the two parties cooperation with each other to educate our children can they develop in a comprehensive way. Especially, the moral education of children needs the cooperation between family and school. The schools open moral courses to children and put theory into effect. That is, schools organize some educational activities. Only the theory connection with practice can children understand deeply the truth of morality. Schools should cooperate with families not only in intellectual education but also in the moral education.

4.7. Suggestions about the common development of intelligence and morality of children

“Sanphy said that education must base on morality and intelligence. Morality supports virtue and intelligence prevent from immoral encroachment.” Many parents are indifferent to moral education and spare no pains to develop the intelligence of children. Certainly, intelligence is a factor of success. But if the children with bad character lack confidence and resolution, the intelligence will not be developed well. The aim of education in China is to cultivate the children with all round development of morality, intelligence, physique, aesthetics and labor. “Chairman Mao also says that the educational policy should foster children to develop in a comprehensive way and become workers with socialist consciousness and culture.”⑽ The phenomenon that parents pay more attention to intellectual education than moral education is still serious. What kind of good solutions can make parents and children reach a win-win situation in the education, so that both of them are satisfied?

Actually, it depends on the parents. According to the psychology, children are very curious about everything and they will ask their parents a lot. However, many parents are inpatient to the questions which children raise, even scold them for their naughtiness. They only know to force the children to learn something, such as painting, dance, piano and so forth that they think is useful to the children in the future. In fact, it is a good chance to lead children to develop intelligence when the curiosity of children is strong. Many parents think that only send the children to some training courses can the intelligence of children fully be developed. Yet, it is not true. Parents can do better than the teachers can as in a convenient situation. They should fully use the advantage to encourage children to raise questions and lead them to creation. At this aspect, Newton’s mother set a good example. When Newton was young, he was fond of putting forward some strange questions, but his mother always answered his questions very patiently. Newton once asked his mother that where the wind comes from, and his mother explained it to him seriously. When she found that Newton was interested in science, she encouraged him to explore nature. Finally, Newton became one of the most famous scientists. Therefore, parents don’t feel hatred for the strange questions that children ask, and answer patiently, for when they ask questions, it means that children begin to study.

In addition, parents should in the daily life promote the common development of intelligence and morality. The parents of Marie Curie value the education of Marie in daily life. Firstly, at the aspect of moral education, Marie’s father paid attention to cultivate the patriotism. In her childhood, Poland was a colony of Russia, and Polish as well as books were banned. However, her father read the Polish literary works to them secretly. Secondly, her father spent much time in fostering her interest in science. There were many lab instruments in ⑼

his workroom, and he always went into detail about them to her. All of these greatly influenced Marie on science. Thirdly, when Marie was not in good condition, he asked her to live for some time in countryside. He believed that only with a strong body could Marie do better in science study. At the length, Marie won the Nobel Prize. Such is a good example that parents value the full development of children.

Parents should not neglect morality because of intelligence. Marks are not equal to intelligence. Thus, parents should not give too much pressure on the marks of children. On the contrary, they should really pay attention to develop the intelligence of children. Firstly, do not expect too much of children. Read children deeply and teach them in accordance with their aptitude. Secondly, do not interfere with the children excessively. Be good at giving systematic guidance and encourage children to think and raise one question after another. Thirdly, do not compare your children with others. Lead children to healthy upgrowth and teach children in accord with their strong points. Besides, scold children less and respect them more. Only the children with good psychological quality can the morality and intelligence develop smoothly. In order to cultivate all-round developed children, parents should take both moral and intellectual education seriously.

5. Conclusion

This paper makes a general comparison on moral education of Sino-U.S families. It starts from the notion of education, objective, content to mode. Apparently, certain difference exists in family moral education between China and the United States with different culture and background. Moral education in Chinese families anyhow needs improvement. To some extent, absorbing some favorable experience creates a good and healthy educational environment to our children, such as respect between parents and children, freedom given to children and so on. However, family moral education of American also has some disadvantages. The American society, which emphasizes individual rights, equality, and freedom, has come out many adolescent problems. For example, taking drug, drink, robbery as well as violence and so forth have drawn great attention from American society. Yet, some reasonable advantages are good for the reform of our family education. Today our objective of education is to raise the full-round developed descendants with high intelligence quotient and emotion quotient. In the new era, people only with morality or intelligence are not needed. On the contrary, the society favors the all-round people. We do not aim to foster the barbaric without morality and intelligence or the fragile sick man, scoundrel or even the coward for the society and country, but to cultivate the individual with all around development of moral, intellectual, physical, aesthetics and labor education is the ultimate objective. The educational department or the pedagogical community have been working hard to realize the aim, and doing research to seek for the solution to the problems which has come out in the education. At the end of the paper, it gives some suggestions on family moral and intellectual education, but the work depends on several parties. Only the society, country, and family as well as children cooperate can the ultimate educational goal can be realized.

Notes：

(1). 吴奇程、袁元 《家庭教育学》，广州：广东教育出版社，2003 P1

(2). 胡乔木 《中国大百科全书》（精粹本），北京：中国大百科全书出版社 2002 P680

（3）.苏振芳 《道德教育论》， 北京：社会科学文献出版社2006 P6－7

（4）. 唐汉卫、张茂聪 《中外道德教育经典案例评析》，济南：山东人民出版社，2005 P1

（5）. 颜毓洁 中国传统家庭道德教育的历史探寻――《评中国家训史》，[J] 《道德与文明》，20xx年第4期

（6）. 肖春生 《古今名人教子70法》，天津：天津社会科学院出版社，2003 P226

（7）. 杨冰 《教育孩子从父母开始》，北京：中国时代经济出版社， 2005 P3

（8）. 肖春生 《古今名人教子70法》，天津：天津社会科学院出版社，2003 P196

（9）. 白延贤、刘淑琴 《中国家长的误区》， 北京：中国华侨出版社，2005 P83

(10). 肖春生 《古今名人教子70法》，天津：天津社会科学院出版社，2003 P229

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