Chen C S, Stevenson H W
Center for Human Growth and Development, University of Michigan, Ann Arbor 48109-0406.
Child Dev. 1989 Jun;60(3):551-61. doi: 10.1111/j.1467-8624.1989.tb02736.x.
Cultural differences in the amount of time spent on homework and in beliefs and attitudes about homework were investigated through interviews with more than 3,500 elementary school children, their mothers, and their teachers. The children lived in 5 cities: Beijing, Chicago, Minneapolis, Sendai (Japan), and Taipei. Chinese children were assigned more homework and spent more time on homework than Japanese children, who in turn were assigned more and spent more time on homework than American children. Chinese children also received more help from family members with their homework than American and Japanese children. Chinese children were found to have more positive attitudes about homework than American children; Japanese children's attitudes were between those of the Chinese and American children. Relations between amount of time spent on homework by children, amount of time parents spent assisting their children with homework, and children's achievement were also explored. The views of both parents and teachers about the value of homework are discussed.
通过对3500多名小学生、他们的母亲和老师进行访谈，研究了在家庭作业时间以及对家庭作业的信念和态度方面的文化差异。这些孩子生活在5个城市：北京、芝加哥、明尼阿波利斯、仙台（日本）和台北。中国孩子比日本孩子被布置了更多的家庭作业，花在家庭作业上的时间也更多，而日本孩子又比美国孩子被布置了更多的家庭作业，花在家庭作业上的时间也更多。中国孩子在家庭作业方面从家庭成员那里得到的帮助也比美国和日本孩子多。研究发现，中国孩子对家庭作业的态度比美国孩子更积极；日本孩子的态度介于中国孩子和美国孩子之间。还探讨了孩子花在家庭作业上的时间、父母帮助孩子做家庭作业所花的时间与孩子成绩之间的关系。讨论了家长和老师对家庭作业价值的看法。
