教育类论文 中英对照
教育论文英文作文模板高中
教育论文英文作文模板高中英文：Education is a crucial aspect of human development, and as a high school student, I have come to realize its importance in shaping my future. In my opinion, a well-rounded education should not only focus on academic excellence but also on developing practical skills and fostering social and emotional intelligence.Academically, a good education should provide students with a strong foundation in core subjects such as math, science, and language arts. However, it should also encourage critical thinking and creativity, which are essential skills for success in the modern world. For example, my school offers a variety of elective courses such as robotics, journalism, and graphic design, which allow students to explore their interests and develop new skills.In addition to academic excellence, a good education should also emphasize practical skills such as communication, problem-solving, and time management. These skills are essential for success not only in school but also in the workplace and in life in general. For instance, my school offers workshops on public speaking and leadership, which have helped me become a more confident and effective communicator.Lastly, a good education should also foster social and emotional intelligence, which are crucial for building healthy relationships and navigating the complexities of the world. This can be achieved through programs that promote empathy, self-awareness, and cultural sensitivity. For example, my school has a diversity club that organizes events to celebrate different cultures and raise awareness about social justice issues.中文：教育是人类发展的重要方面，作为一名高中生，我已经意识到它在塑造我的未来方面的重要性。
关于教育的英文作文范文
关于教育的英文作文范文Title: The Role of Education in Shaping the Future。
Education plays a pivotal role in shaping the future of individuals and societies alike. Its significancetranscends mere academic achievement, extending to the cultivation of critical thinking, social skills, and values essential for personal and collective growth. In this essay, we delve into the multifaceted aspects of education and its profound impact on the trajectory of humanity.Firstly, education serves as the cornerstone ofpersonal development. Beyond the acquisition of knowledge,it fosters intellectual curiosity and the capacity for independent thought. Through exposure to diverse subjects and perspectives, individuals hone their analyticalabilities and cultivate a deeper understanding of the world around them. This not only empowers them to navigate complex challenges but also fuels a lifelong pursuit of learning and self-improvement.Moreover, education lays the foundation for social cohesion and progress. By promoting empathy, tolerance, and respect for diversity, it nurtures a sense of community and fosters harmonious relationships among individuals from varying backgrounds. In classrooms and educational institutions, students learn to collaborate, communicate effectively, and resolve conflicts peacefully—skills that are indispensable for thriving in an interconnected global society.Furthermore, education is instrumental in driving economic prosperity and innovation. By equippingindividuals with the requisite skills and competencies, it enhances their employability and entrepreneurial potential.A well-educated workforce not only fuels productivity and innovation but also fosters economic resilience in the face of rapid technological advancements and evolving market dynamics. Moreover, education empowers individuals to adapt to changing labor market demands and pursue fulfilling career pathways aligned with their interests and talents.Beyond its immediate socio-economic implications, education serves as a catalyst for societal transformation and progress. By instilling ethical values, civic responsibility, and environmental stewardship, it nurtures engaged and informed citizens committed to building a more just, sustainable, and equitable world. Through education, individuals are empowered to challenge injustices, advocate for positive change, and contribute meaningfully to the advancement of humanity.Nevertheless, the transformative potential of education can only be fully realized through equitable access and inclusive policies. Disparities in educationalopportunities based on socio-economic status, gender, ethnicity, or geographical location perpetuate systemic inequalities and hinder social mobility. Therefore, it is imperative to prioritize investments in education, expand access to quality learning opportunities, and dismantle barriers that impede educational attainment for marginalized communities.In conclusion, education is a powerful catalyst forpersonal empowerment, social cohesion, economic development, and societal progress. Its transformative impact extendsfar beyond the confines of classrooms, shaping the futureof individuals, communities, and nations. As we navigatethe complexities of the 21st century, investing ineducation emerges not only as a moral imperative but alsoas a strategic imperative for building a more prosperous, inclusive, and sustainable world for generations to come.。
教育 议论文(英文)Education760字(原创)
EducationAt the age of our group, we all have finished more than at least 15years of school life in China. That is to say, we have kept studying by guidance of teacher in all kinds of subjects at school. That is called seek knowledge, and we learn many things about life, including languages, math, PE, art, and so on. In the rest time after school, we often took some Interest Classes, which can teach us some special skills, such as magic, opera, roller skating, calligraphy. As the saying goes that: never too old to learn. It seems that we have been keeping learning everything in our daily life, but we still can not learn all the things we should learn about. What a funny trick! However, how often did you think about the way of learning? Should it called training, drill or education? These two concepts are much more similar, what does education is on earth? The following passage would help you to make clear understanding of education.Education includes two sub-meaning: teaching for present and planning for future teach. The first level, teach means guide someone to learn his unknown knowledge by example-giving, metaphor, demonstration, and other methods. The purpose of teach is to help you know about the steadfast truth. In school, our biological teacher told usabout the evolutionism, our history teacher described the history of American revolutionary war from book and our physical teacher lead us to do the experiment about current resistance, they all belongs to explain the fixed and settled pre-knowledge. What’s more, the ex-knowledge mostly comes from our text book. There are a special class named ideological and political, it is the only one close to our practical world. The content of this class was more flexible than others subject. Out school, our parents always teach us about the rules of being a good person, such as be warm-hearted, behave in a refined way, friendly with others, be polite to elders, and so on. They both are teach, not the complete definition of education.There are another kind of teach, which we called training. Except the content we have mentioned of the teach part, what we did after school and without any kinds of guidance was training. Take physical exercise as example, you need to do the same action over and over, again and again. The purpose of training is to make sure you are familiar enough with the work in your hand, and you will do better than before at next time. In order to pass the final exam, we also need to do a sufficient review of our book, so we repeated exercising and reciting time after time. Therefore, we can easily solve the problem we have trained and the familiar question we have reviewed. In addition to this kind of training, when we join thesummer camp, we need to obey the order of the coach, standing at attention, goose-stepping, crawling forward, and doing gymnastics. All these are also called training.The second level--- planning for future teaches. It means a long term of guiding and teaching as well as training. In our nursery school, our teacher guided us to learn about the things around us, teached us how to use the tool, then came to the training part. In our primary school, our teacher guided us to know some essential knowledge, such as the pronunciation of one word, and the way of writing characters, then teached us one by one, finally training times after times. In our junior high school, it is time for us to learn some advanced knowledge and more comprehensive subjects, so our teacher teached us and trained us in this period. So did it happen in our high school. While when we entered our university, the role of teacher has changed. What we should do is just learn by ourselves. The whole process can not be called education, because education includes future plan. So at the beginning of school time, we should have noticed that our learning never comes to the end. What we did all is for the future learning.On the basis of the above, education can not be easily defined as a way of learning, teaching or training. It is a long term project including future educate plan on knowledge as well as life. As for me, my educationform the kindergarten till now was very busy, not because of the endless daily tasks, as well as the unknown future plan. Now, do you have a clear understanding about education?(760words)。
关于教育的中英文平行文本
关于教育的中英文平行文本Unfortunately, I don't have access to extensivearticles or databases to generate a 1000-word parallel text on education in both English and Chinese. However, I can provide you with a shorter example of a parallel text on education to demonstrate the structure and content. Please note that this is a shortened version and may not meet the exact word count requirement you specified.$$English Version:$$Education is a fundamental aspect of human development and societal progress. It plays a pivotal role in shaping individuals, preparing them for future challenges, and fostering innovation and creativity. The importance of education cannot be overstated, as it holds the key to unlocking the potential of individuals and communities.The primary goal of education is to impart knowledge and skills that enable individuals to function effectively in society. This involves teaching basic literacy and numeracy, as well as providing access to information and resources that broaden one's horizons and enhanceunderstanding of the world. Education also fosters critical thinking, problem-solving skills, and the ability to communicate effectively.Moreover, education is crucial for economic development.A well-educated workforce is essential for a country's competitiveness in the global economy. By investing in education, nations can cultivate a skilled and innovative population that can contribute to economic growth and societal welfare.However, access to quality education remains achallenge in many parts of the world. Barriers such as poverty, gender discrimination, and geographical isolation can hinder a person's ability to access and complete education. It is crucial that governments and other stakeholders work together to address these issues and ensure that every individual has an equal opportunity to pursue education.**Chinese Version:**教育是人类发展和社会进步的重要基石。
有关教育的文章中英文对照
有关教育的文章中英文对照教育是完善人自身的一种方式。
教育对人的完善，就是实现人的内在超越和外在超越的统一。
下面是店铺带来的有关教育的文章中英文对照，欢迎阅读!有关教育的文章中英文对照1美国纪念布朗案废除学校种族隔离六十周年Sixty years ago this month, the highest court in the United States changed American education. On May 17, 1954, all nine judges of the Supreme Court ruled against racial separation in public schools. The court says such segregation in schools violates the United States constitution.60年前的这个月，美国最高法院改变了美国教育。
1954年5月17日，最高法院的九名法官否决了公立学校的种族隔离。
最高法院称，学校的这类隔离违反了美国宪法。
Many school systems had separate schools for white students and black students at the time of the ruling. The system was the result of a court ruling from 1896 that decision had permitted so called "separate but equal" schools. Some schools had only white children, others had only black children.在判决的那个年代，许多学校系统都有分别面向白人学生和黑人学生的学校。
教育类的中英文文献对照
对菲律宾学校辅导员学习观的探索艾伦 B.I.贝尔纳多著[摘要]学生学习改革是学校改革的重中之重，辅导员在学生的学习和进步中起着推动作用.然而，辅导员对学习过程有着怎样的理解呢？在这个研究中，我们调查了115个菲律宾学校的辅导员.就学习过程和影响学习的因素，他们对42个州的看法和做法表明了态度.一个对42个州的回应分析报告阐释了三个因素：（F1）社会认知构建主义，（F2）以教师或课程为中心的行为主义，（F3）个别差异.研究的主要成果是菲律宾学校辅导员的学习观对引导并促进学生的学习和进步起着很大影响.[关键词]学习观，学习概念，学校辅导员，学生学习，菲律宾世界上许多不同地区的学校改革都将重点放在学生学习上.特别是，大多数学校改进项目都将学生能接受高质量的教育和技能作为自己的目标，以帮助学生活跃于当今竞争激烈的全球经济社会（如：Lee & Williams, 2006）.在这方面，学校改革项目吸取了当代一些学习理论和研究（如：Bransford, Brown, & Cocking, 1999; Lambert & McCombs, 1998）.其中中心思想是学校改进的重点应致力于保证学生高质量的学习或接受有明确目标和标准的课程.例如，教科书（Chien & Young, 2007），计算机与教育技术（Gravoso, 2002; Haertnel & Means, 2003; Technology in Schools Task Force, 2003），教育评估体系（Black & Wiliam, 2004; Cheung & Ng, 2007; Clark, 2001; Stiggins, 2005）被重新考虑，因为这些支撑性的技术和资料影响着学生学习的进步.同样地，学校财政资源的管理和分配也被评估，以验证它们是否被充分调动起来促进学生学习.（Bolam, 2006; Chung & Hung, 2006; Retna, 2007）从这方面来说，一些支持者号召在改革中对学校辅导员进行测试（Herr, 2002）.在美国，House and Hays (2002) 提出学校辅导员在引导学生进步中应扮演积极的领导角色.与此同时，美国学校辅导员协会在1997年倡导，“学校辅导员计划视是为了促进和加强学习过程”.为了回应这个提议，一些人推荐了所谓的最好办法，让学校辅导员全面参与到促进学生学习中来.（如：Rowell & Hong, 2002; Sink, 2005）.提高学生的学习也是菲律宾学校改革的主题之一（Bernardo & Garcia, 2006; Bernado & Mendoza, 2009）.然而，尽管学校辅导员在学生学习中的作用引起人们的重新思考，但这股浪潮并不十分明显.在菲律宾，学校辅导员通常被叫做指导员.他们在学生学习中所起的合作者作用在菲律宾学校辅导员作用讨论中并没被强调.并且，这些作用在菲律宾学校辅导员讨论（Abrenica, 2001; Salazar-Cleme.a, 2000）和辅导员教育计划（Almeda-Estanislao, 2007; Guarino, 2007; Pabition, 2003）中也没被提及.事实上，没有任何出版物系统研究过辅导员在学生学习和进步中所起的作用（Pabition, 2001, is a rare example）.本研究将通过调查菲律宾学校辅导员有关学生学习过程的观念或信念，以主动探究他们在促进学生学习中可能起的作用. “什么是学习，为何学习”一直是各类教育利益相关者研究的重点.例如，有的侧重于学生学习概念的研究（Purdie & Hattie，2002），因为这些概念涉及到学生的学习行为和策略（Entwistle & Peterson, 2004; Pillay, Purdie, Boulton-Lewis, 2000）.同样，一些研究侧重讨论教师（Boulton-Lewis, Smith, McCrindle, Burnett, & Campbell, 2001; Kane, Sandretto, & Heath, 2002; Samuelowicz & Bain, 2001)）和职前教师（Bernardo, 2008; Cliff, 1998）对学习的理解和信仰，因为据说这些认知可以指导教师在课堂上的行为（Calderhead, 1996），甚至关系到学生成就（Gao & Watkins, 004）.本研究旨大规模探讨菲律宾学校辅导员对学习所持的信念.不像学生和教师，学校辅导员不是学校学习的直接参与者.然而，学校辅导员对自身在促进学生的学习方面的认识，很可能受制于他们对学习概念的理解.学校辅导员要想成为学生学习的有效帮助者，就必须客观深刻的理解学习过程以及促进或妨碍学生学习的因素.在这项研究中，我们调查了菲律宾六个不同地区的学校辅导员，要求他们评估有关学习过程不同看法，并表明他们的立场.我们用主成分分析法分析他们的回答，以揭示他们的学习观结构.我们还讨论了在众多的学习观中，辅导员将倾向于选择哪种.方法参与者116个来自全国不同地区的学校辅导员参与了这项研究，研究主要采用调查问卷的方式.其中男性10人，女性103人，还有三人为注明性别.参与者大多比较年轻，20多岁的占43.1％，三十多岁的占30.2％.大多数被调查者是刚参加工作的辅导员；50.9％的受访者有五年或以下的工作经历，仅26.7％的人有五到十五年的工作经历.大约有一半或54.9％的参与者只有学士学位，其余的具有硕士以上学位.工具调查问卷中有42个涉及学习过程和影响学习过程的因素.看法来自于当代的各种学习理论和学习原则.问卷中的题目按随机顺序排列.与会者被要求表明是否同意问卷中的每个声明，每题有从0（非常不同意）到7（非常同意）八个不同选项.问卷还包括调查学校辅导员的教育和专业背景及其他一些人口统计信息.结果为探讨辅导员学习观结构，我们采用探索性因素分析法对他们的反应进行了分析.首先，对42个项目的内部一致性和该项目相关性进行计算.该项目相关性介于0.27~0.66之间，信度α=.94.Kaiser-Meyer-Olkin充分抽样调查指数是0.815，这表明数据是可行的.然后，采用主成分分析法分析42个项目中的原始数据，得到三个主要因素.我们应用旋转矩阵（正交因子旋转斜职位）分析组成因子.该模式有三个因素矩阵占总数的42.30％. 因素负荷量的判别方法是，其中一个因素至少占0.40，而其他因素不能多于0.35.因素1的测试（特征值=12.62; 方差=30.06％）表明，大多数人的学习观念与认知建构主义观点是一致的.这些条目强调实现更高层次的认知知识和技能，同时积极参与更复杂的新旧知识构建.一些样本项目包括：“学习各种材料，包括能够有效地计划如何理解一个复杂的技能或概念”和“学习多种材料，包括改变或重新构建大脑的信息框架”.另一方面，因素2（特征值= 3.26; 方差= 7.77％）指出与行为主义相一致的学习观.这也表明，学习过程受先天能力的限制，但也受到更加传统的引导教学的影响.其中的条目显示了学习者的被动，和教学过程中外部引导的重要性.一些样本项目包括：“学习复杂的材料，包括通过反复练习强化复杂技能，这种方法省力高效”，“学习各种资源，包括按意愿模仿生活中模范人物的行为”.最后，因素3（特征值=1.88; 方差= 4.48％），是指个体差异影响因素，如发育，动机，社会和个人认知.这些条目大多是指个人、群体或社会因素会影响学习效果.示例项目包括：“在学习过程，所学任务或概念与生活有无关联影响着学生的学习兴趣”，“学习过程受到学生成功期望值的影响”.代表三个不同因素的项目被分为三块，分别表示每个因素.社会认知的建构主义信念量表有17个项目（男= 5.72，标准差= 0.72，信度α= .92）.行为主义信念量表包括9项（男= 5.14，标准差= 0.98，信度α= 0.83）.最后，个体差异信念量表包括9项（男= 5.64，标准差= 0.78，信度α= .82）.参与者对不同项目的反应在三个因素中密切相关.社会认知建构主义与行为主义相关（r =0 .48，p<0.0001），也与个体差异相关（r = 0.67，p<0.0001）.行为主义信念也与个体差异信念相关（r = 0.50，p<0.0001）.这三个因素的描述性统计表明，辅导员没有明确的偏好，各个信念也没有大的差别.其他描述性统计分析显示，这三个因素与教育，职业，或个人（性别，年龄，工龄，教育专业，教育成就）无必然联系.讨论这样说来,如果这种信念不是正式顾问教育课程的产品，那探究这种信念如何出现将是一件有趣的事情.也许,这些信念来自于菲律宾学校顾问的个人学习经验或个人的阅读资料和研究.菲律宾学校学生的个人学习经验会塑造学习概念，这和信仰结构的第三因素的特点相符合.因素3里的条目表明了个体差异,发展和社会因素影响菲律宾学校顾问学习理念的学习构成和重要视角.这个因素表明了菲律宾学校顾问的一个重要倾向：考虑与不同个人或者不同情境因素有关的学习过程，这些因素为特定的个人学习经历下定义.这个学习概念的形成揭示了，这个概念在一个程度上注意到了每个学生不同的学习经历，专注影响每一位学生学习的发展的、社会的、甚至文化因素.这样一种构想最可能关系到菲律宾学校顾问进行心理评估的核心功能,该评估突显出个体差异.基本的咨询技巧也同样需要顾问去探究特定的因素，这些因素决定那些不被看好的学生、荣誉学生和其他顾问在职业生涯中遇到的特殊学生的学习结果和经历.即使这项研究的结果只是初步探测，但是它提示了有用的类别或构建，来用于研究菲律宾顾问推动和促进菲律宾籍学生的学习的更方面能力.前面的讨论凸显了与第三因素相关的学习观念是如何与学校顾问的基本职能和功能相密切联系.与前两个因素或视角相对应的学习理念也可能与处理学生的学习需求的特定选择相关.那些强烈坚信社会构建主义学习信念的学校顾问很可能对一些学习问题进行概念，这些问题关于学习策略的积极使用，计划和其他的自律的学习模式,以及影响学生学习能力和动机的个人和社会因素.此外,社会建构主义学习理念可能与是开发更强的机构和学生自主决定的努力相联系.另一方面,那些坚信行为学习理念的顾问倾向于对学习问题从以下方面概念：适当的内部和外部的强化有效的学习行为,他们会把注意力集中在分析教师、父母、同辈、甚至是学生们自己如何应对各种有效和无效的学生学习行为.因此,行为主义学习信念可能改变特定的外部事件，并影响到以扬长避短为目的的学生学习环境.在这一点上面，学校顾问的学习信念和专业实践的关系仍然是推测性的，因为这项研究并没有试图收集关于专业操作的数据.未来的研究可以聚焦于这重要的一点,同样的，一些对教师和学生的学习理念相关的研究与教师实践(Calderhead，1996;高和沃特金斯,2004年)和学生学习行为(·恩特威斯尔&彼得森,Purdie,2003;Pillay,Boulton-Lewis,2000年)相关.这项研究的一个重要贡献在于它提供了一个有用的工具，这具有很高的内部一致性的价值.该工具可用于研究学校顾问不同的学习理念如何联系学生的学业表现(例如,失败,成绩不良等)、咨询及其它帮助学生提高学习成绩,甚至建立自己的专业职能的策略.由于世界不同地区的学校顾问在积极推动和促进学生的学习,那么考虑学校顾问提及的过程有关的认知, 这是很重要的.从菲律宾学校顾问的例子，研究表明了对学习过程下定义的角度,可以提供相关的专业职能,加强学习.这项研究的结果走出了一个小但重要的一步，其能够更加有效地对菲律宾学校顾问如何发挥其功能去提高学生的学习方法下定义.Exploring Filipino School Counselors’Beliefs about LearningAllan B. I. Bernardo[Abstract]School reform efforts that focus on student learning require school counselors to take on important new roles as advocates of student learning and achievement. But how do school counselors understand the process of learning? In this study, we explore the learning beliefs of 115 Filipino school counselors who indicated their degree of agreement with 42 statements about the process of learning and the factors that influence this process. A principal components analysis of the responses to the 42 statements suggested three factors: (F1) social-cognitive constructivist beliefs, (F2) teacher-/curriculum-centered behaviorist beliefs, and (F3) individual difference factors. The preliminary results are briefly discussed in terms of issues related to how Filipino school counselors’ conceptions of learning may guide their strategies for promoting student learning and achievement.[Key words] beliefs about learning, conceptions of learning, school counselors, student learning, PhilippinesSchool reform efforts in different parts of the world have focused on students’ learning. In particular, most school improvement programs now aim to ensure that students acquire the high-level knowledge and skills that help them to thrive in today’s highly competitive global economy (e.g., Lee & Williams, 2006). In this regard, school reform programs draw from various contemporary theories and research on learning (e.g., Bransford, Brown, & Cocking, 1999; Lambert & McCombs, 1998). The basic idea is that all school improvement efforts should be directed at ensuring students achieve high levels of learning or attainment of well-defined curricular objectives and standards. For example, textbooks (Chien & Young, 2007), computers and educational technology (Gravoso, 2002; Haertnel & Means, 2003; Technology in Schools Task Force, 2003), and educationalassessment systems (Black & Wiliam, 2004; Cheung & Ng, 2007; Clark, 2001; Stiggins, 2005) are being reconsidered as regards how they can effectively provide scaffolds and resources for advancing student learning. Likewise, the allocation and management of a school’s financial resources are assessed in terms of whether these are effec tively mobilized and utilized towards improving student learning (Bolam, 2006; Chung & Hung, 2006; Retna, 2007).In this regard, some advocates have also called for an examination of the role of school counselors in these reform efforts (Herr, 2002). In the United States, House and Hayes (2002) challenged school counselors to take proactive leadership roles in advocating for the success of all students in schools. In this line, the American School Counselor Association (1997) has advocated that “the purpose of a counseling program in a school setting is to promote and enhance the learning process.” In response to this thrust, many have documented and advocated best practices that would allow school counselors to fulfill their new roles in enhancing student learning (e.g., Rowell & Hong, 2002; Sink, 2005).The improvement of student learning has also been an important theme in school reform efforts in the Philippines (Bernardo & Garcia, 2006; Bernardo & Mendoza, 2009). However, the push for rethinking the roles of school counselors in improving student learning has not been as pronounced. School counselors, who are often called guidance counselors in the Philippines, and their functions and competencies as collaborators in the promotion of student learning in achievement have not been highlighted in discussions on the functions of Philippine school counselors (Abrenica, 2001; Salazar-Cleme.a, 2000). These functions and competencies are also not mentioned in discussions on the perceived competencies of Philippine school counselors (Almeda-Estanislao, 2007; Guarino, 2007; Pabiton, 2003), or in the counselor education programs (Wong-Fernandez, 2000, 2001). In fact, there is hardly any published research that looks into the role of school counselors in improving student learning and achievement (Pabiton, 2001, is a rare example).The present study aims to initiate inquiry into the possible roles of Philippine school counselors in promoting student learning, by looking into school counselors’ conceptions or beliefs regarding the learning process. Conceptions and beliefs aboutlearning has been an important focus of research among various education stakeholders. For example, research has focused on students’ conceptions of learning (Purdie & Hattie, 2002) as these con ceptions are related to the students’ learning behaviors and strategies (Entwistle & Peterson, 2004; Pillay, Purdie, Boulton-Lewis, 2000). Similarly, research has also focused on conceptions and beliefs about learning of teachers (Boulton-Lewis, Smith, McCrindle, Burnett, & Campbell, 2001; Kane, Sandretto, & Heath, 2002; Samuelowicz & Bain, 2001) and pre-service teachers (Bernardo, 2008; Cliff, 1998) as these cognitions are said to guide teachers practices in the classroom (Calderhead, 1996) and may even be related to student achievement (Gao & Watkins, 2004). This study aims to extend this line of inquiry by exploring the beliefs about learning of school counselors in the Philippines.School counselors are not the direct participants in the learning processes in schools, unlike students and teachers. Nevertheless, how school counselors conceive of their roles in promoting student learning is likely to be shaped by their own conceptions regarding the learning process. If school counselors are to be effective agents in facilitating students learning, they should have a deep and principled understanding of the processes of learning, and the factors that may promote or hinder these processes. In this study, we inquired into the beliefs about learning of practicing school counselors in six different regions of the Philippine by asking them to assess different statements regarding the learning process and indicate their agreement with such statements. Their responses were analyzed using principal components analysis in order to reveal the structure of their beliefs about learning, and possible options for school counselors in relation to the various dimensions of the learning beliefs are discussed.MethodParticipantsOne-hundred sixteen school counselors from six different regions of the country participated in the study by answering a questionnaire on conceptions of learning. Ten of the participants were male, 103 female, and three did not indicate their gender. Most of the participants are relatively young; 43.1% of the participants were in their 20s, and 30.2% were in their 30’s. Most of the participants are also relatively new in their present positionsas counselors; 50.9% of the participants have been in their present positions for five years for less and 26.7% have been in their positions for 6 to 15 years. About half or 54.9% of the participants have only a bachelor’s degree, and the rest have master’s degrees. InstrumentA questionnaire was designed to include 42 statements regarding the learning process and factors that affect this process. The statements were derived from different contemporary theories and principles regarding learning. The items were arranged in one random sequence in the questionnaire. The participants were asked to indicate whether they agree or disagree with each statement in the questionnaire, using a scale from 0 (very strongly disagree) to 7 (very strongly agree). The questionnaire also included questions referring to the school counselors’ educational and professional background and some other demographic information.ResultsTo explore the structure of the school counselors’ beliefs about learning, their responses were analyzed using an exploratory factor analysis. First, the internal consistency of the entire 42-item scale was computed and the item-total correlations were computed. The item-total correlations ranged from .27 to .66, Cronbach’s α = .94. The Kaiser-Meyer-Olkin measure of sampling adequacy was .815 indicating that the data are factorable. The raw data on the 42 items were then analyzed using principal components analysis, and the scree plot suggested three factors. The component matrix was rotated using the promax rotation (orthogonal factors are rotated to oblique positions). The pattern matrix with three factors accounted for 42.30% of the variance. The factor loadings were determined by considering items with loading of at least .40 in one factor and not more than .35 in either of the other factors.An examination of the items in Factor 1 (Eigenvalue = 12.62; % of variance = 30.06) indicates that most of the items refer to conceptions of learning that are consistent with cognitive constructivist views of learning. These items emphasize the importance of attaining higher level cognitive knowledge and skills, and the importance of active processes that relate old and new knowledge in the process of constructing more complexknowledge representations. Some sample items include: “Learning complex material involves being able to effectively plan how to understand a comp lex skill or concept” and “Learning complex material involves changing or reorganizing how one represents information in the mind.”On the other hand, the items in Factor 2 (Eigenvalue = 3.26; % of variance = 7.77) refer to conceptions of learning consistent with behaviorist conceptions of learning, that also suggest that learning processes are constrained by innate capabilities but are shaped by more traditional instructional processes. The items in this factor also suggest a passive role of the learner, and the importance of external instructional processes in advancing learning. Some sample items include: “Learning complex material involves the consistent practice and reinforcement of complex skills so that this is executed fast and without error” and “L earning complex material involves the imitation of desired behaviors from models in the environment.”Finally, the items in Factor 3 (Eigenvalue = 1.88; % of variance = 4.48) refer to factors that influence individual differences in learning, such as developmental, motivational, social, and individual cognitive styles. Most of the items in this factor refer to one or more personal or social factors that may influence the outcomes of the learning process. Example items include: “The learning process is infl uenced by whether the task and concepts to be learned are relevant to the learner’s personal interest” and “The learning process is influenced by the learner’s expectations for success and failure in learning.”The different items that loaded into the three factors were combined form three scales that represented each of the three factors. The social-cognitive constructivist beliefs scale consisted of 17 items (M=5.72, SD = .72, Cronbach’s α = .92). The behaviorist beliefs scale consisted of 9 items (M = 5.14, SD = .98, Cronbach’s α = .83). Finally, individual difference beliefs scale consisted of another 9 items (M = 5.64, SD = .78, Cronbach’s α = .82). The participants’ responses to the items in the three factors were highly related. Social-cognitive constructivists beliefs were correlated with behaviorist beliefs (r = .48, p < .0001), and with individual difference beliefs (r = .67, p < .0001). Behaviorist beliefs were also correlated with individual difference beliefs (r = .50,p< .0001). The descriptive statistics for the three factors suggest that there is no clear preference for one set of beliefs or another, nor is there a clear distinction made among the beliefs. Other descriptive statistical analysis revealed that the responses for the three factors were not associated with any of the educational, professional, or demographic variables such as sex, age, years in the profession, educational concentration/major, or educational attainment.DiscussionThis exploratory study reveals that Filipino school counselors’ beliefs about learning are organized in terms of fairly coherent systems of principles and factors that are consistent with both traditional (behaviorist) and contemporary (constructivist) approaches to understanding learning. One could speculate that the beliefs are organized in ways that reflect formal instruction regarding theories of learning, however, research on the guidance and counseling or counselor education curriculum in the Philippines (Wong-Fernandez, 2000, 2001) indicates that such concepts are not given emphasis at all. Thus, it is unlikely that the Filipino counselors’ beliefs about learning merely replicate the structure of formal courses on learning.In this regard, it would be interesting to inquire into how such beliefs actually emerge if it is not likely to be a product of the formal counselor education curriculum. Perhaps, the beliefs emerge from reflections about the Filipino school counselors’ personal learning experiences or personal readings and studies. That the personal experiences of Filipino school counselors may shape their conceptions of learning seems consistent with the features of the third factor in the structure of their beliefs. The items in Factor 3 indicate that ideas regarding individual difference, developmental and social factors that influence learning comprise and important dimension of the Filipino school counselors’ beliefs about learning. The factor indicates an important predisposition among Filipino school counselors to think about the learning process in relation to the various personal and contextual factors that define the specific experiences of each learner. This conceptualization of learning reveals a degree of sensitivity to the distinctiveness in the learning experiences of each student, and mindfulness about the various developmental,social, and even cultural factors that influence the learning of each individual student. Such a conceptualization most likely relates to the Filipino school counselors’ core function of psychological assessment, which highlights individual difference variables. Basic counseling techniques also require the school counselors to inquire into specific factors that determine the learning outcomes and experiences of underachieving students, honor students, and other distinct cases that the school counselors are likely to encounter in their professional practice.Even as the results of the study are exploratory and preliminary, the results indicate useful categories or constructs to begin studying aspects of the Filipi no counselors’ capacity to engage the function of promoting and enhancing Filipino students’ learning. The preceding discussion highlights how learning beliefs associated with the third factor are likely to be associated with some fundamental competencies and functions of school counselors. Learning beliefs corresponding to the first two factors or dimensions may also be related to specific options for dealing with students’ learning needs. School counselors who hold strong social-cognitive constructivist learning beliefs are likely to conceptualize learning problems in terms of the use of active learning strategies, planning and other self-regulatory learning approaches, and possible personal and social factors that influence the students’ ability and motiv ation to implement these strategies. Moreover, social-cognitive constructivist learning beliefs might be associated with efforts to develop stronger agency and self-determination on the part of the student. On the other hand, school counselors who hold strong behaviorist learning beliefs are likely to conceptualize learning problems in terms of problems with appropriate internal and external reinforcements to effective learning behaviors, and are likely to focus on analyzing how teachers, parents, peers, and even the students themselves respond to various effective and ineffective learning behaviors of the student. Thus, behaviorist learning beliefs might be associated with interventions that will involve changing certain external contingencies in the studen ts’ learning environment for the purpose of shaping and strengthening good learning behaviors and extinguishing bad ones.The relationship between school counselors’ learning beliefs and their professionalapproaches and practices remains speculative at this point, as the study did not attempt to gather data on these professional practices. Future research studies can focus on this important point, in the same way that some research on teachers’ and students’ beliefs about learning are associated with teacher practices (Calderhead, 1996; Gao & Watkins, 2004) and student learning behaviors (Entwistle & Peterson, 2004; Pillay, Purdie, Boulton-Lewis, 2000). One important contribution of the study is that it provides a useful instrument with high internal consistency values for doing so. The instrument may be used to study how school counselors’ different conceptualizations of learning may be related to their attributions for students’ academic performance (e.g., failure, underachievement, etc.), to the counseling and other intervention strategies they adopt for helping students improve on their learning achievement levels, and even to how they construct their professional functions vis-à-vis student learning.As school counselors in different parts of the world strive to define more active roles in promoting and enhancing student learning, it is important to consider the relevant cognitions that school counselors might have related to the process. In the case of Filipino school counselors, the study indicates dimensions of conceptualizations about the learning process that may provide the foundation for concretizing the school counselors’ professional functions related to enhancing learning. The results of this study represent a small but important step towards more effectively conceptualizing approaches for how Filipino school counselors may engage this function of enhancing learning among Filipino students.。
教育作文英文翻译
教育作文英文翻译英文：Education is an essential part of our lives. It notonly provides us with knowledge and skills but also shapes our character and values. In my opinion, education shouldbe more than just memorizing facts and passing exams. It should be about learning how to think critically, communicate effectively, and solve problems creatively.One of the challenges of modern education is the emphasis on standardized testing. While tests can be useful for measuring progress and identifying areas of improvement, they should not be the sole measure of a student's success. Students should be encouraged to develop their owninterests and talents, and teachers should provide opportunities for them to explore and pursue their passions.Another important aspect of education is the role of teachers. Good teachers can inspire and motivate theirstudents, while bad teachers can discourage and demotivate them. Teachers should not only have a deep knowledge of their subject but also be able to connect with their students and create a positive learning environment.Finally, education should be accessible to everyone, regardless of their background or socioeconomic status. This means providing equal opportunities for all students, regardless of their race, gender, or religion. It also means investing in schools and teachers to ensure that they have the resources and support they need to provide quality education.中文：教育是我们生活中不可或缺的一部分。
中西启发教育对比英语作文
中西启发教育对比英语作文(中英文实用版)Western and Eastern Inspirational Education: A Comparative Essay The seeds of inspiration in education are sown differently in the West and the East.In the former, a liberal approach fosters creativity and individualism, whereas the latter emphasizes discipline and collective harmony.在教育的灵感播种上，西方与东方有着截然不同的方式。
在西方，自由的方法培养创造力和个人主义；而在东方，强调的是纪律和集体和谐。
Western education often encourages students to think outside the box, fostering an environment where curiosity is king and mistakes are seen as stepping stones to success.Teachers act as facilitators, guiding students to discover knowledge independently.西方教育常常鼓励学生跳出思维定势，营造一种好奇心为王的氛围，将错误视为通往成功的垫脚石。
教师作为引导者，指导学生独立发现知识。
In contrast, Eastern education emphasizes respect for authority and a strong work ethic.The teacher is the authoritative figure in the classroom, imparting knowledge that is to be memorized and revered.The focus is on mastery of the basics and a deep understanding of the subject matter.相比之下，东方教育强调尊重权威和强烈的职业道德。
中西方教育差别英文论文
The differences between Chinese and western learningEducation is very significant for a country. It can not only help the children grow healthy, but also influent the country’s future. So lets make a comparison between Chinese and western learning ways.First, Chinese education is a examination-oriented education system., while western education pays more attention in practical, such as analyzing and innovating. In China, teachers will tell students some important rules directly, and then spend most of the time to teach and ask them work out problems. In this way, students can get good grades in exam, but they don’t really understand the principle. In western education, students may not do lots of practices, but their focus is on the derivation of the formula. In this way, they may not get very high grades, but their ability in analyzing and innovating will improve a lot.Second, Chinese education is so strict to students that make them hating study. Or we can say Chinese education is forcing students to learn. In western education, they will lead students to find the fun in learning. So Chinese students always learn in unwillingly. And western students are interested in their study.Third, Chinese education likes pay attention in the exam, while western education likes to evaluate a student in different ways. For example, in their evaluation system, class discipline and attendance rate accounted for 15%, after school work grade accounted for 15%, group interaction discussion accounted for 20%, thesis writing and reply accounted for 50%. So I think the evaluation system is better than just paying attention in exam.Chinese education has its advantages and disadvantages. In one hand, we need to develop our goodness, in other hand, we’d better learn the advantages in western education.。
教育学英语论文翻译
夸美纽斯（1592—1670），捷克著名的教育家。
他的教育思想相当丰富和完整，其中不仅包括反映新兴资产阶级的教育思想，而且对教育体制和教育管理改革有着独到的见解。
Johann Amos Comenius(1592—1670),Famous educationalist in the The Czech republic .The Education thought of Comenius' is quite abundant and completed that it contains not only the New bourgeoisie's Education thought but also his own original view point about the r eformation of Education management system.他在长期的教育实践和理论研究中，总结了一套比较完整的、系统的、有独创性的教育管理思想，其丰富性不仅对欧美及世界教育产生了重要的影响，更是对我们今天教育管理研究发展的一种反思和建议。
He highlights a new kind of Eduction management thought which is quite completed ,methodical and distinctive in his long time research of educational practice and theoretical study. It is a great influence on the education of Europe and America ,even the whole world, further more , it is also a reasonable introspection and advice to our today's Education management study.因此，本文对夸美纽斯的教育管理思想进行了深入的探讨和分析，以期能对我国的教育管理改革和教育事业的发展有所借鉴和启示。
关于教育的英语文章及翻译
关于教育的英语文章及翻译教育兴则民族兴,教育承载着一个国家和民族的希望。
下面是店铺带来的关于教育的英语文章及翻译，欢迎阅读!关于教育的英语文章及翻译Modern American Universities现代美国大学Before the 1850's, the United States had a number of small colleges, most of them dating from colonialdays. They were small, church connected institutions whose primary concern was to shape the moral character of their students.19世纪50年代以前美国有一些小的学院，大多数成立于殖民时期。
它们是与教会挂钩的小机构，主要目的是培养学生的道德品行。
Throughout Europe, institutions of higher learning had developed, bearing the ancient name of university. In Germany a different kind of university had developed. The German university was concerned primarily with creating and spreading knowledge, not morals. Between midcentury and the end of the 1800's, more than nine thousand young Americans, dissatisfied with their training at home, went to Germany for advanced study. Some of them returned to become presidents of venerablecolleges -- Harvard, Yale, Columbia -- and transform them into modern universities. The new presidents broke all ties with the churches and brought in a new kind of faculty. Professors were hired for their knowledge of a subject, not because they were of the proper faith and had a strong arm for disciplining students.当时在欧洲各地，高等教育机构已经发展起来，用的是一个古老的名称——大学。
教育论文英文作文
教育论文英文作文英文：As an educator, I believe that education is the key to unlocking a person's full potential. It is not just about acquiring knowledge, but also about developing critical thinking skills, problem-solving abilities, and a love for learning.One of the challenges in education today is the need to cater to the diverse needs of students. Every student is unique and has their own learning style, interests, and strengths. As educators, it is our responsibility to create a learning environment that is inclusive and caters to the needs of all students.One approach to addressing this challenge is through differentiated instruction. This involves tailoring instruction to meet the diverse needs of students. For example, some students may benefit from visual aids, whileothers may prefer hands-on activities. By providing different modes of instruction, we can engage all students and help them to reach their full potential.Another important aspect of education is the role of technology. Technology has transformed the way we teach and learn, and it is important for educators to embrace these changes. For example, online learning platforms can provide students with access to a wealth of resources and enable them to learn at their own pace. Additionally, technology can be used to create interactive and engaging lessons that capture students' attention and promote learning.In conclusion, education is a complex and multifaceted field that requires us to be adaptable and innovative. By embracing new approaches to teaching and learning, and by creating an inclusive learning environment, we can help all students to reach their full potential.中文：作为一名教育工作者，我相信教育是开启一个人全部潜力的关键。
学前教育英文文献及翻译
学前教育英文文献及翻译学前教育是指对幼儿进行的早期教育和培养，是一个关键阶段，对幼儿的发展起着重要作用。
以下是几篇经典的英文文献及其翻译，希望能为学前教育工作者和家长提供一些参考。
文献一：Early Childhood Education: The Key to SuccessEarly childhood education is the foundation for lifelong learning. It is during these early years that children developthe essential skills and knowledge that will set them up for success in school and in life. Research has shown that high-quality early childhood education programs can have a significant impact on a child’s academic and social development.翻译一：学前教育：成功的关键学前教育是终生学习的基础。
在这些早期岁月，孩子们发展出将他们在学校和生活中成功的必要技能和知识。
研究表明，高质量的学前教育计划对孩子的学术和社交发展有显著影响。
文献二：The Role of Play in Early Childhood EducationPlay is an essential part of early childhood education. It is through play that children learn about the world around them, develop their imagination and creativity, and build important social and emotional skills. Play-based learning can help children engage with their environment, problem-solve, and develop a love for learning.翻译二：在学前教育中的游戏角色游戏是学前教育的一个重要组成部分。
教育之道英文作文带翻译
教育之道英文作文带翻译英文：Education is the key to success, and the way to achieve success through education is to be open-minded, curious, and willing to learn. As a student, I believe that the best way to approach education is to be proactive and engaged in the learning process. This means actively participating in class discussions, asking questions, and seeking out additional resources to deepen my understanding of the subject matter.One of the most important aspects of education is the cultivation of critical thinking skills. Being able to analyze and evaluate information is essential in today's world, and education provides the foundation for developing these skills. For example, in my history class, we were asked to critically analyze primary sources from different historical periods to form our own interpretations of events. This not only improved my critical thinking skillsbut also deepened my understanding of history.Another crucial aspect of education is the developmentof effective communication skills. Whether it's writing a research paper, giving a presentation, or participating ina group project, the ability to communicate ideas clearly and persuasively is essential. In my English class, we were tasked with writing persuasive essays on contemporary issues, which not only improved my writing skills but also taught me how to effectively communicate my ideas to others.In addition to critical thinking and communication skills, education also provides opportunities for personal growth and self-discovery. Through extracurricularactivities and volunteer work, I have been able to develop leadership skills, empathy, and a sense of social responsibility. These experiences have shaped me into amore well-rounded individual and have taught me the importance of giving back to the community.Overall, the path to success through education is not just about acquiring knowledge, but also about developingessential skills, fostering personal growth, and becoming a lifelong learner. By embracing the values of open-mindedness, curiosity, and a willingness to learn, Ibelieve that I can achieve success in both my academic and personal endeavors.中文：教育是成功的关键，通过教育实现成功的方式是开放心态，好奇心，愿意学习。
教育话题作文模板英语翻译
教育话题作文模板英语翻译Title: Education Topic Essay Template。
Introduction。
Education is a crucial aspect of our lives, shaping our future and providing us with the knowledge and skills necessary to succeed in the world. In this essay, we will explore the importance of education, its impact on individuals and society, and the challenges and opportunities that come with it.Importance of Education。
Education is the key to unlocking a world of opportunities. It provides individuals with the knowledge and skills needed to pursue their dreams and achieve their goals. Education also plays a crucial role in shaping individuals' values, beliefs, and attitudes, helping them become responsible and productive members of society. Moreover, education empowers individuals to think critically, solve problems, and make informed decisions, contributing to their personal and professional growth.Impact on Individuals。
教育论文英文作文
教育论文英文作文Education is the key to success. It opens doors and creates opportunities for people to improve their lives. Whether it's through formal schooling or informal learning experiences, education is essential for personal growth and development.Learning is a lifelong process. It doesn't end when you graduate from school or university. In fact, some of the most valuable lessons are learned outside the classroom, through real-life experiences and interactions with others.One of the main goals of education is to teach critical thinking skills. It's important for students to be able to analyze and evaluate information, rather than just memorizing facts. This helps them become independent thinkers and problem solvers.Education also plays a crucial role in shaping aperson's values and beliefs. It provides a platform fordiscussing and understanding different perspectives, whichis essential for building a tolerant and inclusive society.In today's fast-paced world, it's important for educators to adapt to new technologies and teaching methods. This not only keeps students engaged, but also preparesthem for the demands of the modern workforce.Ultimately, education is about empowering individualsto reach their full potential and contribute to the betterment of society. It's a fundamental human right that should be accessible to all, regardless of their background or circumstances.。
关于教育的英语作文优秀范文「带翻译」(精编版)
关于教育的英语作文优秀范文「带翻译」学校教育在人们的生活中扮演着很重要的角色。
以下是带来的关于教育的英语作文，希望对你有帮助。
关于教育的英语作文(一)School eduction has played an important role in people’s life. When reaching three tears old, the little children will go to kindergarten for a preschool education. And then they will take part in the primary school, middle school, high school, college and so on. School eduction almost run through people’s whole life. So it is very important. We all know that thereare many knowledgeable teachers in school will teach the students. But it’s not enough. School eduction needs the coordination of family education. The British educator, Hosea Ballou once said,Education commences at the mother’s knee, and every word spoken within the hearsay of children tends towards the formation of character. Therefore, we can see that the successful of school education needs the help of family education so that the children can have a perfect education. The promissing future is waiting for them.学校教育在人们的生活中扮演着很重要的角色。
教育的价值(英文版)论文分析
6.Conclusion and recommendation
Information about the preenrollment characteristics of students
True institutional quality
Funding and incentivizing
Funding is tied to conditional completion rates
2.Defining value in higher education
Colleges aim to produce a wide range of benefits for students.
increase students' individual utility
Imparts knowledge and skills
Earnings differences of enrollees at Texas four-year public colleges.
5.Results
Column 1: A base case that can be compared with models that control for selection into colleges
Standardized tests
Disciplines & courses
Institutional performance
Graduation and persistence
A long time lag
Grade point average (GPA)
Wages/earnings
中英对照 外语教学中西文化论文
随着我国科技﹑经济与社会的发展，我国与世界各国进行国际交流与合作也益加频繁，英语的实际应用功能日显突出，而保留和传播本国文化，尊重和接纳异国文化也成为国际交往中的重要组成部分。
同时，我国外语教学界对跨文化交际与英语教学产生了浓厚的兴趣（王逢鑫，2004：16）。
中国社会正在发生变化，其中，对外开放、国际化、现代化等都是这年代的重要特征。
正因为这些的变化，跨文化交际是人们常常提及的一个话题，参与跨文化交际的人越来越多，很多行业都接触到，由此可见，跨文化交际知识应从教学开始做起。
语言是文化不可分割的一部分，它是文化的载体，语言反映一个名族的的特征，他不仅含着名族的历史和文化背景，还蕴含着该名族对人生的看法，生活方式和思维方式，学识一种外语除了要掌握语言知识和技能以外，还应了解语言所反应的外国文化，以便能跨越文化障碍,得体有效地同外国人交流信息和细想感情.这就要求我们英语教学的基础阶段，在搞好语言教学的同时，必学进行有目的的语言交际与文化交流的教学。
国家《英语课程标准》明确提出：要拓宽学生的文化的视野，发展跨文化交际意识和基本的跨文化交际能力。
文化意识已被列入英语教学的内容标准和目标要求。
为此，如何在英语教学中进行文化教学，加深学生对中英文化的差异的理解，从而提高学生在实践中的跨文化交际能力已成为新课改下教师的一项重要任务。
在教学上，不仅要教给学生外语的语法﹑词汇﹑语音，还应从跨文化交际学的角度来培养学生使用语言的能力，培养他们应用英语进行跨文化交际的能力。
在跨文化交际中，交际的双方如果不能进行同一文化背景之中，就容易产生不解或误解，从而使交际失败。
成功的交际除了依靠良好的语言结构中的文化因素以及其有关的文化背景知识也是不能忽视的。
作为普通人，跨文化交际的知识成了不可缺少的常识，而教师更应该了解跨文化交际的知识，在授课的同时向学生多渗透有关的跨文化交际的知识。
1.文化的特性与教学目标以及现今的外语教学状况1.1.文化的特性与教学目标文化和语言一样,有自己的特性。
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从中美家庭教育的差异来分析中国家庭教育的现状The analysis of the actuality of Chinese family education from the difference between Chinese and American family education[摘要]家庭是人生的第一所学校，是学校教育的基础和重要补充。
一般地说，人都出生和生活在一个家庭中，都是首先通过家庭这个最小的社会基层组织，再进入更广泛的社会生活领域的。
因此，对每一个人的成长来说，家庭是第一所学校，父母是第一任教师。
家庭对儿童身体的发育，知识的获得，能力的培养，品德的陶冶，个性的形成，都是至关重要的。
中美两国在家庭教育上存在着显著的差异，如在家庭成员的相互关系上，我国家长大多处于统治地位，而美国家长更注重与孩子平等相处，他们是尊重自己子女的看法的；在育儿观上，中国家长大都希望孩子能出人头地，而美国家长更看重提高孩子的生存适应能力和创造能力；在教育方式上，中国家长喜欢包办替代，而美国家长更愿意让孩子自己动手实践，这些差异导致了两国儿童成人后在生存适应能力上的明显差距。
从中美家庭教育的差异上可以看到我国在家庭教育上存在的不足。
因此，正确认识并借鉴国外先进的教育方法，对促进孩子健康成长、提高未来人才的素质具有很重要的现实意义。
Abstract Family is the first school of one’s life,which is also the basis and essential supplement of formal education.Generally speaking,family,as the smallest cell of society,is the first life step for everyone as we all were born and live in it,from which we enter a larger and wider field of social life. So as for everyone, family is the first school and parents are first teachers in it. Besides, family is closely linked to children’s body maturity, knowledge acquirement, ability cultivation, morality edification and character formation. And distinct differences can be found easily in family education between China and America, on the family member relationship, parents are dominant over children in China while equal in the USA, parents are more likely to show respect to children’s opinions.On the belief of raising children, Chinese parents are unexceptional to hope their children to be outstanding without regard to their own quality while American parents pay more attention to improving children’s ability to survive and creat based on their own interest. On the way of education, Chinese parents will monopolise almost children’s everything that should be done by children while American parents are more willing to let children do everything all by themselves. Because of those above cause a great disparity in adapting changing environment after they grow up. Thus making it with significant reality for children’s healthy growing up and improvement of future tatents’ quality by recognising and learning foreign advanced teaching methods correctly, especially from America.[关键词] 家庭教育；育儿观；教育方式；教育结果；传统教育；民主教育；现状Key words: Family education,Belief of raising children,Ways of education,Result of education,Traditional education,Democratic education,Actuality家庭教育指的是在家庭互动过程中父母对子女的成长发展所产生的教育影响，也是全社会各个教育环节中最重要的一环。
中美两国由于在文化传统、观念意识、生活方式以及社会习俗等方面存在诸多不同之处，导致了两国在家庭教育方面也存在着很多差异，正确认识和了解两国之间的这种差异，对于促进我国当代家庭教育的良性发展有着十分重要的指导作用和现实意义。
Introduction Education, to some extent, is not only a social activity to cultivate human beings, but also a main way to pass social culture and experience from generation to generation. Among all ways to educate, family education is the earliest and the most important one, which plays an essential role in the mode of thinking andthe formation of world outlook，which are closely related to children’s character s. Besides,there are many differences between China and the USA in family education, because of the root differences in culture tradition, idea and sense, lifestyle and social customs. Only by recognising and understanding the differences between the countries correctly, can we promote the positive development of family education with vital significance in direction and actuality.Recently a Chinese-American young man, Jimmy Lin, has prevailed in NBA. Maybe in your mind, the NBA belongs to the black and white, few yellow guys can be seen on that highest level of basket stage except Yao Ming and Yi Jianlian. But Yao Ming has retired last summer, which leaves us endless memory and pity. While Yi Jianlian doesn’t have much chance to show in Dallas Mavericks. Both of them have a superior height, which enables them a great advantage over others. But with a height of 1.91m, you may think it is hard to show in CBA, let alone NBA. But Jimmy Lin not only did it but also succeed. How can a obscure lad without so many body advantages just succeed? Besides, he is a Harvard graduate. Why can’t we bring up some people like that with the largest population in China? There must be something wrong with our education. In this essay, we will have a hot discussion on the issue and try to find out some possible reasons.中美家庭教育的差异I Differences in family education between China and the USA传统的中国式教育强调仁爱与服从，而美国家庭则注重公正和自由。
中国家长通常喜欢“塑造”孩子，希望孩子按自己的意愿去发展。
他们往往用自己的理性来干涉孩子们的自然发展，因此很大程度上剥夺了孩子自由选择的权利。