校園文化論文英文

1、本 科 生 畢 業(yè) 論 文（申請學士學位）論文題目中美校園文化差異作者姓名所學專業(yè)名稱英 語指導教師2011年3月12日中美校園文化差異滁州學院外語系二0一一年三月十四The differences of campus culture between China and AmericanByUnder the supervision ofAssociate Professor Yao ZhiyingA ThesisSubmitted to the Department of Foreign Languages In Partial Fulfillment of the RequirementF

2、or the Degree of Bachelor of Arts in English At Chuzhou UniversityMarch 14, 2011滁州學院本科畢業(yè)論文（設(shè)計）原創(chuàng)性聲明本人鄭重聲明：所呈交的論文是本人在導師的指導下獨立進行研究所取得的研究成果。除了文中特別加以標注引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫的成果作品。本人完全意識到本聲明的法律后果由本人承擔。 簽名 年 月 日AcknowledgementI would like to take this opportunity to express my heartfelt gratitude t

3、o all these who helped me in one way or another in the completion of this thesis.First of all, I owe great indebtedness to my supervisor, Associate Professor Yao Zhiying whose strict demands and insightful suggestions are indispensable through all the stages of development and revision of the thesis

4、. She has made lots of corrections and suggestions while reading my drafts of the thesis. Without her patience and wisdom the present thesis would be unthinkable. Special thanks should also be extended to all of the teachers who taught me during my two years of study in Chuzhou University, in partic

5、ular, associate professors Yao Zhiying, and Ye Zhengnian and lecturers Tina Yan for their enlightening instructions.At last, I would like to extend my sincere gratitude to my family and dear friends. With their consistent support and encouragement, I would be able to carry on my study and complete t

6、his thesis. AbstractCampus culture is an important part of social culture. It comes from the social culture, which is refraction and reflection in the whole campus. Therefore, it is influenced and constrained by the mainstream cultural. The campus cultural accords with the basic tendencies of mainst

7、ream cultural, and, at the same time, play a leading and catalytic role in the mainstream cultural of the community.The Sino-Us due to the different of political system, the traditional culture and the historical background, campus culture exist a bigger difference. Throng the analysis of the Sino-U

8、s campus culture differences and seek its cultural roots, which conduce to the communication and understanding between China and Americas students. Meanwhile, the United States is a developed, multi-cultural nation of immigrants; their colorful campus has its unique culture. Therefore, we should sta

9、nd on the traditional culture in our own country, positively absorbs the essence of American campus, for the development of our countrys university education to create a better campus cultural atmosphere. The thesis is divided into five parts. The first part briefly introduces culture and campus cul

10、ture. The second part mainly discusses four perspectives: campus architecture and extracurricular activity and differences of teaching and learning and differences of independence and dependence. While the third part analyses three reasons for the differences. The fourth part tells the purpose is to

11、 draw on the advantages from American campus culture. The fifth part makes a conclusion to show the realistic significance of this paper. Key words: Chinas campus culture Americas campus culture cultural difference original 摘 要校園文化是社會文化的重要組成部分。它來源于社會文化，是整個社會文化在大學校園的折射和反映。因此它必然受到社會主流文化的影響和制約，與社會主流文化的

12、基本傾向保持一致的同時，又對社會的主流文化起著引領(lǐng)和推動作用. 中美兩國由于政治制度、傳統(tǒng)文化、歷史背景等不同，校園文化也存在著較大的差異。通過分析中美校園文化差異并尋求其文化根源，有助于中美兩國學生之間溝通、理解。同時，美國是一個發(fā)達的、多元文化的移民國家，其豐富多彩的大學校園文化建設(shè)有其獨到之處。此外，我們應立足于本國優(yōu)良的傳統(tǒng)文化，積極吸收美國校園文化中的精華，為我國現(xiàn)代大學教育的發(fā)展營造更好的校園文化氛圍。論文框架分為五個部分：第一部分是引言，簡單介紹了文化和校園文化。第二部分從校園建筑、課余生活、獨立與依賴的差異以及獨立與依賴的差異這四個方面論述中美校園文化的差異。第三部分分析了造成

13、這些差異的三個主要原因。第四部分告訴我們寫論文的主要目的。第五部分總結(jié)并給出這篇論文的現(xiàn)實意義。關(guān)鍵詞：美國校園文化 中國校園文化 文化差異 文化根源 Table of ContentsAcknowledgements .IEnglish abstract.1Chinese abstract2Table of contents31. Introduction.31.1 The understanding of culture. . 41.2 The definition of campus culture. . .41.3 The main content of this thesis . 5

14、2. The differences of Sino-US campus culture 52.1 The differences of campus architecture .52.2 The differences of extracurricular activity .62.3 The differences of teaching and learning 72.4 The differences of independence and dependence 103. The reasons for the differences of Sino-US campus culture

15、113.1 Political system .113.2 Historical background. .123.3 National culture .133.3.1 The influence of traditional culture .13 3.3.2 The orientation of collectivism and individualism .144. Conclusion.144.1 Restatement of the main idea.154.2 Limitations of the thesis.154.3 Suggestions for researching

16、 on campus culture.15Bibliography.16The Differences of Campus Culture between China and America1. IntroductionCulture is a reflection of human life, the records, and the product of history, is that people's needs and requirements of life, ideals and aspirations, and is also a high spiritual life

17、 of people. She includes that some of the ideas and theories, is that the identification and follow of people on the ethics, morality and order, is the way that people approach to life and living standards. Thought and theory is the core and the soul of culture, the culture of no ideas and theories

18、isnt existed. Any culture Contains thought and theory, ways and means of survival. Need is real, the ideal is a longing, desire is requirement, require must be done!General culture refers that in the process of social and historical development was created material wealth and spiritual wealth combin

19、ed by mankind. Especially, it refers to social ideology. In a class society, culture is a weapon of class struggle. A certain culture (as an ideological form of the culture) is a certain social reflection of the political and economic, but also gives a great effect on political and economic. Narrow

20、sense refers to the spiritual wealth created by ideologies, including religion, beliefs, customs, moral character, academic thought, literature, art, science and technology and a variety of systems. Narrow sense refers to that the spiritual wealth created by ideologies, including religion, beliefs,

21、customs, moral character, academic thought, literature, art, science and technology, a variety of systems.Campus culture is an important part of social culture. It comes from the social culture, which is refraction and reflection in the whole campus. Therefore, it is bound by the mainstream cultural

22、 influences and constraints, and the basic tendencies of mainstream culture, consistent with the same time; the mainstream culture of the community plays a leading and catalytic role. Campus culture can be broadly divided into four levels: in the first place, the forms of material and cultural, that

23、 is manifested in the form of material and cultural landscape. Such as campus physical environment, buildings layout, arts facilities, cultural facilities. In the second place, the forms of system and culture, also say that social relation is reflected in culture. Such as school affiliation, managem

24、ent system, organization and so on. In the third place, the concept of culture, that is manifested in the form of a rational spirit of cultural patterns. Such as the guiding ideology, goals, school spirit, study, and so on. In the fourth place, the mind culture, that is implicit in the intangible cu

25、ltural forms between teachers and students. Such as thinking mode, values, emotional way, aesthetic and so on. The narrow sense mainly refers to the explicit form of the general campus culture such as campus trends, campus education, campus life, campus culture system, campus and cultural facilities

26、, the style of study and so on.The main of this paper: according to the background of university campus culture, in this thesis mainly discusses four perspectives: campus architecture and extracurricular activity and differences of teaching and learning and differences of independence and dependence

27、. Also, it analyses three reasons for the differences, including political system, historical background and national culture. Finally, the purpose is to draw on the advantages from American campus culture. So we should stand on the traditional culture in our own country, positively absorbs the esse

28、nce of American campus, for the development of our countrys university education to create a better campus cultural atmosphere.2. The differences of Sino-US campus culture 2.1 The differences of campus architectureThere is a bigger difference of campus architecture between America and China. America

29、n houses, including schools and government agencies are all at based on the room with four sides open to the outside. Although some are constructed with fences, to have a sense of opening, the fences are low and short. American people are open-mind, outspoken, and advocate of freedom and competition

30、. This open construction structure reflects Americans psychology of living culture, which embodies outer openness and inner closure.Most of American campus has no walls. University of the United States generally has not walls, so-called "no marginal University", "no walls University&q

31、uot;, is an open campus. It seems that anyone can be free in and out. Of course, the security does not check your identity card or student card. So a person has a free feeling on campus. Therefore, we will see that America's open education is obviously.However, almost all Chinese university camp

32、uses are surrounded by walls. China's university campus is often a relatively independent space; campus and the outside are isolated by the high wall, in which almost all school activities are held. Although some school have learned to follow the way of the government to tear down walls and show

33、 green, but it only uses iron fence to take place of walls. Enclosure and external which surrounded by walls are two disparate worlds. Meanwhile, people's thinking seems to be locked by an invisible wall, and people feel that an open mind may indeed have causality with the opening of a wall. Cou

34、rtyard wall culture is in fact a protection of group privacy. In China, people stick to the principle of being open in the inner world and close in the outer world, showing the attitude of precautions to external. To compare with the central parts of Chinese universities, the walls and gates are mar

35、ginal in Chinese universities and seldom connect with the main contractures. While in America, the school gates are integrated with other entitatitive buildings. The traditional colors of margin lard central are not as good as Chinese.Form the buildings of campus, and we also can see the differences

36、. There municipal offices in Chinese university generally, and the offices are absolute and extrusive. Offices are often located in obvious places or the central part of the whole school. They transcend common teaching buildings not only in construction style but also in interior trim. However, in A

37、merica, people cant easily identify the schoolmasters office among numerous buildings. Specialized, unattached and splendor offices are not seen everywhere. The management apartment and teaching researches are not separated but near in space, which reflects the concept of being easy-going to people

38、and all men are created equal.2.2 The differences of extracurricular activityExtracurricular activities are activities performed by students that fall outside the realm of the normal curriculum of school or university education. Extracurricular activities exist at all levels of education, from 4th-6

39、th, junior high/high school, college and university education. Historical background of the extracurricular activity made its first appearance in American colleges in the nineteenth century. It complemented the curriculum as much as subverted it. The students found in it a kind of laboratory for pra

40、ctical and vocational interests. The first extracurricular activities were student literary societies (which had roots in the previous century at Harvard and Yale), debate clubs, and by mid-century, Greek letter fraternities and sororities. Students also initiated and organized the early athletic pr

41、ograms on American college campuses. Literary societies were on the decline by the turn of the twentieth century, and some educators felt that less desirable extracurricular activities were now distracting students from their curricular responsibilities. Intercollegiate athletics soon became the dom

42、inant element in the extracurriculum in most American colleges and high schools.At the beginning of the twenty-first century, many colleges and universities have a broad educational mission: to develop the "whole student." On American college campuses, extracurricular involvement is a key

43、tool in this personal development. As the development of the well-rounded individual is a principal goal of extracurricular activities on college and university campuses, the numerous experiences these activities afford positively impact students' emotional, intellectual, social, and inter-perso

44、nal development. By working together with other individuals, students learn to negotiate, communicate, manage conflict, and lead others. Taking part in these out-of-the-classroom activities helps students to understand the importance of critical thinking skills, time management, and academic and int

45、ellectual competence. Involvement in activities helps students mature socially by providing a setting for student interaction, relationship formation, and discussion. Working outside of the classroom with diverse groups of individuals allows for students to gain more self-confidence, autonomy, and a

46、ppreciation for others' differences and similarities. For the majority of college and university students, involvement in extracurricular activities plays an integral role in the collegiate experience. Students become involved in extracurricular activities not only for entertainment, social, and

47、 enjoyment purposes, but most important, to gain and improve skills. A wide and diversified range of extracurricular activities exists on U.S. campuses, meeting a variety of student interests.Chinese students' extracurricular activities are rather monotonous. Under the guidance of teachers or co

48、mmunity organizations, they are usually to participate in a planned and organized activity, which is their own choice. But most of the students will not participate in these activities, because they think that learning is their primary task and the activities may disrupt their studies. Therefore, ma

49、ny students just keep on studying, and they are indifferent to the other knowledge, such as social practice, social life. They just want to read "saint books".For these phenomena, America students have some different attitudes. Students attributed their growing maturity in college to both

50、the formal and informal learning experiences of undergraduate life, but gave most importance to interaction with other students. They recognized that academic aspect of college awarded the credential needed to progress through a good career and contributed to broad general knowledge, but most studen

51、ts felt that it was extracurricular activity that most influenced their personal development. Most American universities encourage their students to establish different kinds of associations. They will take place of many activities. And the contents and ways of these activities are discussed and dec

52、ided entirely by the students themselves. Whats more, according to their own preferences, various activities are designed by them. By these activities, students can feel happiness and acquire the skills and get individuality development. Of course, the atmosphere of these activities is full of freed

53、om and democracy. 2.3 The differences of teaching and learning American teachers highlight on cultivating the students ability of creative ability and the ability of analyzing and solving problems. While in China the characteristics of teaching is that the teachers emphasized on how much knowledge w

54、hich the students have accumulated and the teachers are always the center in the class. Compared with the two countries, there are several differences in the teaching method.First, American teachers always teach based on more general educational theories and psychological principles related to teach

55、ing while Chinese teachers are good at providing instruction based on how well they knew the subject matter.Recently, a study published in Contemporary Educational Psychology by Teachers College Professor Stephen Peverly and former TC students Zheng Zhou of St. Johns University and Tao Xin of Beijin

56、g Normal University suggests that Asian teachers simply know more about math. In a comparison of 162 third-grade mathematics teachers in the US and the Peoples Republic of China, the researchers found that while American teachers were more knowledgeable about general educational theories and classro

57、om skills, Chinese teachers had stronger knowledge of the subject matter they were teaching, as well as a better understanding of the overall elementary curriculum that their students had covered and would cover in later years. American teachers, on the other hand, were more knowledgeable than Chinese teachers about concepts covered in educational psychology texts. While Chinese teachers were effective in providing instruction based on how well they knew the