The Difference of Chinese and American Educational Concepts and the Influence on Childern 中美家庭教育理念的差异及其对孩子的影响 1. Introduction 1.1 Background of the research Family education is a common concern for parents, but also a social problem. In today's times, family education has become an important issue facing the world, and has been incorporated into the overall planning of each country. Education plays an important role in the rise and fall of a country. Nowadays, almost all countries pay close attention to the development of education, and constantly promote the talent training and scientific and technological innovation. Family education is an integral part of the whole education, and plays a vital role in the cultivation of talents. There are two different educational concepts in Chinese and American families, and these two different educational concepts are caused by the cultural tradition, life style, social customs, concept consciousness and inside information of the two countries. at the same time, it is these two different educational concepts that lead to great differences in educational methods between Chinese and American families. In our country, the examination-oriented education developed according to our traditional culture has formed the quality-oriented education which pays attention to the cultivation of individual ability in the west, and there are great differences between the two. From the relationship between family education, school education and social education, family education plays a fundamental role in the whole education work. However, family education in China is weak in the whole education project. Whether we can combine different forms of family education between China and the United States to create a more reasonable and perfect mode of education is a question that people are actively discussing. This article begins with introducing the definition of family education, compares and analyzes the family education methods between China and America, and finally takes the essence to remove the dross, and puts forward some suitable methods of family education in China. Family education is the conscious and conscious education of children by parents or family members or other elderly people in the family, and it is the most important link in all aspects of education in the whole society. 1.2 Purposes of the research Family is the most important place for children to carry out enlightenment education, and it plays an important role in the development of good habits and intellectual development in the future. There are significant differences in family education between China and the United States. For example, in the mutual relations of family members, most of our parents are in a dominant position, while American parents pay more attention to living with children on an equal footing; in terms of parenting, Chinese parents mostly want children to be outstanding. Parents in the United States place more emphasis on improving their children's adaptability to survival; in terms of educational methods, Chinese parents like to pack and replace, and American parents are more willing to allow children to do their own hands-on practice. These differences lead to the survival adaptability of children in both countries after they become adults. Obvious gaps. Correctly understanding and drawing on foreign advanced education methods has important practical significance for promoting the healthy growth of children and improving the quality of future talents. Different family relationships, parenting perspectives, and educational methods have produced two very different educational outcomes. The key to improving China#8217;s international competitiveness in the future lies in improving the quality and quality of talents. This must begin with family education. Because family education is the basis of the entire school education (including preschool education) and social education, it is not replaced by school education and social education. The family education in our country was affected by the feudal traditions of thousands of years, and Confucianism has a deep influence. However, with China's reform and opening up, changes in the social structure, some of the traditional concepts, methods and methods of family education have been unable to adapt to contemporary Chinese family education. Therefore, while promoting the splendor of the splendid civilization of the Chinese nation for thousands of years, we should also adopt the democratic and open family education concept of Western countries. Consciously changing the backward concept in family education, expanding the field of family education, enriching the content of family education, improving the means, methods, and methods of education, melting ancient and modern, and integrating Chinese and Western cultures, we can create extraordinary future generations. 1.3 Organization of the research This thesis could be divided into five parts. The first chapter served as the general introduction, in which research background, research purposes and the organization of the research were stated. Chapter two was an overview of the literature, including the definitions ofThe family education mainly focuses on the understanding of family education.The influence of family education on students. In chapter three, Study on the Contrast of Family Education in China and the United States. 2. Literature Review 2.1Research status and trends at home and abroad 2.1.1. Foreign research status Foreign countries mainly focus on the study of family education and their influence on family education. I. Understanding of the concept of family education In Tang Shigang's (2014) analysis of the concept of foreign research on family education, in recent years, in the international education reform, various countries and regions such as the United States, Britain, Scotland, and Singapore have carried out their own distinctive ”Education for Excellence” initiative. In the subprogramme, the United States fully recognized the role of family education in education, emphasizing the need to win support from society and families, improve student achievement, and narrow the gap. In the excellent school model in Singapore, there are many aspects such as family and social connections. It can be seen that education is a systematic project in foreign studies. In the outstanding actions of various countries, the consensus of families, schools, and society and writing actions appear particularly prominent and consistent. Family education plays an important role in the entire education. The Second, the impact of family education methods on students. The Yue Long (2013), in analysing the analysis of family education methods abroad, sees that through extensive research, Michael Gurion (2012) believes that the lack of family responsibilities has caused boys to fall behind girls in the beginning stage to a large extent. The American scholar David Blank (2010) also pointed out in his book The Americans Without Fathers that boys who lack father education will not only experience more mental problems but also have poor grades and dropout rates compared with other boys. high. Scientists at Yale University have recently released a 12-year study of cities. The data shows that ”Males with larger children have higher average IQs, they tend to perform better at school, and they are more likely to succeed in the future.” ." It can be seen that the differences in home education methods in foreign studies have a great influence on children#8217;s academic performance. 2.1.2Research state in China In recent years, many scholars in China have also participated in the comparative study of the differences in family education methods between China and the United States. Some scholars in China have made a comparative study of the causes of family education in China and the United States and the comparison of the differences between them. The I. Research on the causes of the differences in family education styles between China and the United States. Zhang Wei (2014) put forward that ”because of the differences in social systems, cultural backgrounds, and educational purposes between China and the United States, the concept of family education for children is different. Family education and school education and social education together constitute the third of education. Great power, but family education is never replaced by school education and social education. It is an important part of education, and it is the beginning and foundation of children#8217;s education. The family#8217;s social status, political attitude, parents#8217; cultural quality, and educational ability are different. The content, methods, and directions of children's education are also different. Zhang Xiaoliang （2011）pointed out that "China and the United States have many differences in terms of cultural traditions, awareness of concepts, lifestyles, and social customs, resulting in many differences in family education between the two countries.Summarizing their research results can be summarized as follows: (1) Historical background differences China has a long history, and its cultural values are relatively introverted and conservative. It lacks an adventurous spirit and a sense of creativity. As a whole, it lacks an environment that accepts new ideas. In contrast, the history of the United States is relatively short, the old ideas are less reserved, and there are more adventurous and innovative spirits. (2) Traditional cultural differences China places more emphasis on collective interests than personal interests, while the United States emphasizes individualism and personal interests. Therefore, Chinese parents can take care of their children for a lifetime, while American parents think that children should not rely on parents when they are 18 years old. The (3) Differences in social and economic conditions At present, China's social security and pension system is still not perfect, and children's academic performance is often their sustenance and capital in their future lives. While the United States has a developed economy and a sound social security system, they do not expect the child's support but expect the child to become an independent and independent person. References Olson.P.Rethinking social reproduction[J].interchange,2014,12(2-3):24. Barton.R.Meigham,amp;S.Walker(Eds.).Schoolingbideologyaandatheacurhculum[M].Lordon, England: Falmer,2010:56. ucdtke，Luther S.ed．，Making America：The Society and Culture of the United States(Washington DC.:United States Information Agency). 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