Differences in values between Chinese and German boys and girls

First, the comparison of values between Chinese and German teenagers

1. Comparison of teenagers' basic attitudes towards life between the two countries.

(1) money view

German teenagers attach importance to a safe and harmonious living environment. Cherish the friendship between people and be indifferent to wealth. 1992, in a survey conducted by German youth, when asked what is the most important thing in life. The answers focus on "world peace", "personal harmony" and "sincere friendship". And "social power", "authority", "following tradition" and "wealth" are considered to be the least important.

The research group headed by Professor Pei Dina from the School of Education of Beijing Normal University recently conducted an in-depth investigation and study on the development characteristics of adolescent values in China. The survey sample is taken from 3728 middle school students from different types of schools and different family backgrounds in Beijing urban and suburban areas. The results show that in the minds of middle school students in China, although money is important, it does not occupy the most important position. The most important thing is health and friendship. 84.9% of middle school students completely or quite agree that "nothing can be done without money". 8 1.4% middle school students completely or relatively agree that "money is the due reward for those who have contributed to society"; But at the same time, they don't take money as an indicator to measure the value of life. About 3/4 students disagree with the view that "the more money, the greater the value of life". The research group also specially designed such a question: What do you think is the most important thing in a person's life? (Choose three, in order of importance) Money, social status, reputation, friendship, love, knowledge, health, power, family, career and others. Results Health ranked first with the highest proportion, accounting for 34.4%. Friendship ranks second and third, with the highest proportion of 20-3% and 18.2% respectively. Money is at the bottom of the three rankings.

From this perspective, teenagers in China and Germany don't think that money is the most important thing in life. German teenagers even think that money is the least important thing in life, while China teenagers think that money is more important than German teenagers.

(2) Political views

German teenagers do not tend to and participate in politics. From 65438 to 0984, in the survey of German teenagers, 45% of them said that they were "not interested in politics". 1992, in the same survey, 67% of teenagers are dissatisfied with the government and think that "the government has not done enough for young people", and the government should ensure more apprentices and employment opportunities, provide more educational funds and cultural input, and establish a better school system.

In the survey of teenagers in China, half of the middle school students said that they didn't want to go into politics, and they were helpless to weave social networks. Answering "If possible in the future, would you like to go into politics?" This question. 46.8% of middle school students said yes, 53 13% said no, and the proportion of unwilling students was higher than that of willing students. 49.5% middle school students think it is "the need and inevitable phenomenon of developing market economy" and 40.0% middle school students think it is "bad". But they must weave a network of relationships. Only 10.4% of middle school students think it is "abnormal interpersonal relationship".

Obviously, teenagers in China and Germany are not keen on politics, but influenced by the social environment, German teenagers show a tendency to adapt to and adapt to the unhealthy social environment.

(3) Independent requirements

On the issue of life expectancy, 1992' s survey of German youth shows that 30% of the respondents want their lives to be different. 62% people want to live independently. 54% people say they know what they need in life. 23% people think their future life will be better than now. 1993, in a survey of 1000 German teenagers aged 14 ~ 27, 95% of West German teenagers and 83% of East German teenagers all said "I am very satisfied with my life", and more than 70% of them are full of confidence in the future of society. Generally speaking. German teenagers hold their own opinions on their own lives, pursue independence and are full of confidence in life.

Teenagers in China have a strong desire for independence in obedience and independence, unity and individuality. According to the survey of the research group headed by Professor Pei Dina, only 1.0% of the students are eager to "make decisions by their parents", and as many as 7 1.4% of the students want to "make decisions by themselves after consulting their parents". When dealing with their own problems, only 4.2% students will "listen to their parents' opinions directly" if they disagree with their parents. Visible, in the concept of middle school students, the desire for independence is very strong. Regarding the relationship between unity and individuality, middle school students now agree with individuality. 90.2% middle school students think that personality concept is very important, and 75.2% middle school students agree with the view that "do what you like and don't care what others say". However, China teenagers' satisfaction with life is not as optimistic as German teenagers.

It can be seen that both Chinese and German teenagers have a strong desire for independence, and they all agree with individuality, which is also the trend of global youth values. Young people in China have a particularly strong demand in this field, which may be due to its lack. German teenagers seem to have surpassed this level. They are content with the status quo and hope to live a better life on their own.

2. Comparison of learning motivation and school learning attitude of teenagers in the two countries.

(1) learning motivation

Learning motivation is an internal process or internal psychological state that stimulates individuals to carry out learning activities, maintains existing learning activities and leads to certain learning goals. Although learning motivation is internal, it is based on external motivation and internal driving force. Learning motivation transformed from internal psychological factors is called internal learning motivation, and external learning motivation inspired by external objective conditions is called external learning motivation. Students' personal life goals, values, curiosity, interest and competitive consciousness belong to internal learning motivation, while the expectations of schools, parents, teachers, peers and society belong to external learning motivation. External learning motivation is short-lived and has little influence, while internal learning motivation is long-term and has great influence.

In the survey of "German Youth" from 65438 to 0992, 50% of teenagers said that their studies would not be affected by difficulties and obstacles, and more than half said that they would try their best to get the best results. Their internal learning motivation is generally high.

In China, the research group "Contemporary China Children's Development" led by Sun Yunxiao investigated the learning motivation of China teenagers. Statistical results show that. When children explain why they study hard, 46.5% choose "it will be beneficial to society in the future". 19.8% is "to realize one's own ideal"; 12.6% means "to have a good job in the future"; Only 7.8% of them like reading. This result shows that a considerable number of children in China associate their personal learning with serving the society and realizing their personal ideals. The overall level of external learning motivation is high, but it lacks internal learning motivation. 65438-0996 "Personality Development and Education of the Only Child in China City" shows that more than 60% of the only children lack cognitive needs. These two sets of data show the same result: a considerable number of teenagers in China have not experienced the pleasure of reading in school life, and many children finish their studies in a state of hard study, and they lack the internal driving force of learning. At this point, German teenagers' learning motivation is more dominant.

(2) Comparison of attitudes towards school learning.

Most German teenagers like and are satisfied with studying at school, and they are also happy to study at school. They think that what they learn in school is very important for their future career. According to the research results of Sun Yunxiao's research group, 5 1.4% of junior high school students and 72.5% of senior high school students in China think that what they have learned in school is useless, and they question the usefulness of what they have learned in school. On this issue, students and parents are in agreement. 17% of parents of junior high school students and 26.6% of parents of senior high school students think that what their children learn in school is not very useful. Obviously, there are great differences between Chinese and German teenagers' attitudes towards school study. German teenagers don't like school study as much as German teenagers do. German teenagers, both men and women, like sports best. Secondly, German boys like math and geography, while girls prefer Chinese and biology. Junior high school students in China like math, foreign languages and PE, while senior high school students' favorite subjects are foreign languages, computers and math. It seems that math and physical education are both subjects that students in both countries like.

3. Comparison of the career planning of teenagers in the two countries.

The relationship between education and occupation can be described in two aspects: transparency and penetration. Transparency refers to how easy it is for students to choose school courses in order to obtain a professional qualification. In other words, the more formal and specific the requirements for vocational qualification recognition, the higher the transparency. Penetration rate refers to the difficulty of changing careers once you intend to accept a certain school course in order to obtain a certain vocational certification. The easier it is to change careers, the higher the penetration rate. These two dimensions are usually inversely proportional. The more specific the professional requirements, the easier it is for students to make their own learning plans, that is, the higher the transparency, but the more difficult it is to obtain all professional certification qualifications, that is, the lower the penetration rate.

Germany's education/vocational system is famous for its high transparency and low penetration, and the apprenticeship and vocational training system is quite perfect and rigorous. For example, if a German student wants to be an electronic engineer, it is not difficult for him to obtain the professional qualification of electronic engineer after receiving the corresponding education and training at school, but it is very difficult to engage in a career other than electronic engineer, because it means that he has to receive the systematic training needed by another career. In contrast, China's education/vocational system has a tendency of low transparency and high penetration. Students' education is not closely related to their future careers, and students who receive similar education may engage in different careers in the future. In addition, it is common to change careers in China.

Different educational/vocational systems determine the different academic systems in China and Germany, and also determine the differences in attitudes of teenagers in the two countries in career choice. After children in Germany receive basic education (four-year system), the school will assign them to various secondary schools according to their endowments and abilities on the premise of respecting the choices of children and parents. There are four types of secondary schools in Germany: subject secondary schools, practical secondary schools, complete secondary schools and comprehensive secondary schools. After students are brought into a certain type of middle school, they will be protected by the education system and encouraged to develop into that type. Due to Germany's highly structured and certified education/vocational system, German teenagers have a strong sense of career choice and can stick to their beliefs very early. Most German teenagers have clear career intentions and plans. They will choose different types of secondary education according to their own decisions.

In China, getting into colleges and universities is almost every teenager's learning goal. Although China has been vigorously promoting vocational education in recent years, we can't deny that vocational education is still the second best choice in people's ideology, and in fact it is also the case. Therefore, young people in China are unwilling or afraid to face up to and explore their own potential, and they have no clear awareness of their future career choices. They are all on their way to the university. Even after entering colleges and universities, many students still can't clearly plan their future career.

Second, reflect in comparison.

The formation of teenagers' values is directly related to a country's education system. Comparing the values of teenagers in the two countries is to better understand, reflect and improve China's education system.

1. China's school system is "merit-based admission", and the student evaluation standard is too single. Under such a system, the sense of achievement of young people in China often depends only on the quality of examinations, which leads to the students in China not having a positive outlook on life. The "protective mobility" of German education encourages every child to develop his own advantages, so their attitude towards life is positive and optimistic. Breaking the tradition of "the college entrance examination decides success or failure", creating a diversified social evaluation system, vigorously developing vocational education, and shaping citizens who are competent, healthy and happy in body and mind should be the goals of China's education reform.

2. China's education emphasizes collectivity and individuality, and its negative effect is that students' potential is not brought into play, which leads to the loss of individuality. In the atmosphere of seeking common ground while reserving differences, young people in China do not know themselves and are not good at expressing themselves, so it is difficult to grasp their future. At this point, Chinese and German teenagers have formed a sharp contrast. Knowing yourself is the key to life and a difficult problem. Knowing yourself requires thinking ability and critical spirit, and planning your life requires the courage to choose and firm belief on the basis of knowing yourself. The lack of teenagers in China in this respect is largely attributed to the education system in China. Respecting each child's characteristics, developing each child's advantages and cultivating children with thinking ability are urgent problems to be solved in our education.

3. A considerable number of teenagers in China lack intrinsic learning motivation, that is to say, many students in China can read books well and do well in exams, but they don't necessarily like reading. They didn't enjoy reading in school life. School life is influenced by many factors, such as society, education system, teachers, school administrators and so on. Reforming the existing education system is fundamental, but school administrators and teachers should create a harmonious learning atmosphere from the micro level, so that children in it can enjoy learning and are eager to learn, which is also the key to solve the learning state of students in China.

4. Teenagers in China generally have doubts about the usefulness of the knowledge taught in schools, which reflects the inadequacy of curriculum and teaching materials in China. Curriculum and teaching materials overemphasize academic nature and are divorced from real life, which makes the knowledge learned by students lifeless, often manifested as boring knowledge, and creates a group of "children with high scores and low abilities". Students are bored at school and find it difficult to apply what they have learned after entering the society. This is not only a great waste of educational resources, but also leads to the lack of viability of young people, which is not conducive to the development of the country. At present, China has made a lot of efforts in curriculum reform, but how to make an operable and effective scheme should be our main concern.

Third, the conclusion

Through comparison, we have made it clear that it is very important to make efforts in education in order to make China teenagers have more healthy and positive values. But we should realize that values are rooted in traditional culture. Therefore, the differences between Chinese and German teenagers' values lie in their traditional culture and social background, not just the differences in education. This means that improving teenagers' values requires social improvement and perfection.