论文总字数：50511字
摘 要
性教育是涉及人们对性的理解的教育，不仅仅关涉性的结构(解剖学、生理学、节育、怀孕等)，也关涉性关系所涉及的人和道德问题。它包括了性生理、性心理、性伦理和性法理等方面，是一个人从出生开始，终其一生都要接受的教育。由于篇幅所限，本文仅限于研究中美两国青少年的性教育。
本文首先对中美两国性教育读本进行对比研究，这一部分主要对比了两国性教育读本的内容特点和语言特点。然后对中美两国各自性教育现状及原因分析。接着对我国完善与发展青少年性教育的思考和建议, 归纳出四点建议，即专业团队支持，老师和家长共同参，媒体支持以及对不同年龄段进行不同性教育。并最终对全文进行归纳总结，指出研究的局限和不足。
关键词：性教育；语言特点；中美差异
Table of Contents
Chapter One Introduction
1.1 Background of Study................................................................................................1
1.2 Significance and Purpose of Study...........................................................................1
1.3 Layout of the Thesis.................................................................................................2
Chapter Two Literature Review
2.1 Sex Education...........................................................................................................3
2.2 History of Adolescent Sex Education in China........................................................3
2.3 History of Adolescent Sex Education in America....................................................5
Chapter Three A Sino-US Comparison of Adolescent Sex Education Readings
3.1 Content Features.......................................................................................................7
3.2 Language Features........................................ .........................................................10
Chapter Four The Current Situation and Causes of Education in China and America
4.1 Present Situation of Adolescent Sex Education in China.......................................12
4.1.1 Early Starting in Adolescent Sex Practice but Lagging behind Developed Sex Education ..............................................................................................................12
4.1.2 Inadequate School-Based Education.......................................................12
4.1.3 Parents’ Role in Sex Education...............................................................13
4.1.4 Influence on Youth by Loss of Sex Education........................................13
4.2 Present Situation of American Adolescent Sex Education.....................................14
4.2.1 Adolescent’s First Sex Education from Childhood…….........................14
4.2.2 Different Sex Education for Different Age Groups.................................14
4.2.3 Parents’ Role in Sex Education...............................................................15
4.3 Causes for the Present Situation of Adolescent Sex Education in China
4.3.1 The Influence of Confucian Culture....................................................................15
4.3.2 The Deeply Ingrained Feudal Ideology.................. ............................................16
4.3.3 The Lack of Awareness of Gender Equality........................................................16
4.4 Causes for the Present Situation of Adolescent Sex Education in America
4.4.1 Consciousness Development by Developed Economy ..........................16
4.4.2 The Influence of American Traditional Culture......................................17
Chapter Five Enlightenment of American Adolescent Sex Education on China
5.1 The Support of Professional Teams........................................................................17
5.2 The Participation of Both Teachers and Parents.....................................................18
5.3 The Participation of Media.....................................................................................19
5.4 Different Sex Education for Different Age Groups................................................19
Chapter Six Conclusion.............................................................................................20
Appendix.....................................................................................................................29
Chapter One Introduction
1.1 Background of Study
Sex education is part of the socialization in one’s education. Sex education is the education that involves people’s understanding of sexuality, not only about the structure of the sex but also about the human and moral issues involved in sex. Due to the shackles of traditional concepts, adolescent sex education in China has been a relatively weak area in primary education. This has led to an increase in adolescent ignorance, blunders, and misconducts of sex. In recent years, there are a great number of reports about young people who have been sexually abused and juvenile sexual crimes are still prominent in major news media. This shows that with the development of society and the needs of adolescents' psychological and physiological development, scientific sex education in primary and secondary schools, which is conducive to the healthy development of young people's mind and body, is imperative.
1.2 Significance and Purpose of Study
Due to the influence of long-standing feudalism in China, many people think that sex is dirty and immoral, a deeply-rooted concept especially among elders, who are responsible for the youth’s sex education. For a long time in ancient China, people avoided bringing up the topic of “sex” in the presence of young children. They even believed that young people who did not understand sex matters was morally pure. In terms of sex education for future generations, people seem to think that there is no need to worry. They thought that “sex instinct” was born, and children naturally understood what sex is as they grew older. Such a practice hindered and has been hindering the development of sex education in China. Many complicated factors, such as differences in cultural background, go together to create a vast gap between sex education of China and that in the western world represented by the United States; when the sex-education-related readings are examined, the gap can be found to be even more obvious.
Sex education readings play a very important role in the process of sex education. Improving the quality of sex education readings helps to boost the quality of sex education, and is of irreplaceable significance for young generations’ physical, physiological and psychological growth and development. The improvement of the level of sex education is also conducive to the construction of a harmonious society. How to improve China's current level of sex education for adolescents is something that we need to give serious consideration to and work hard for.
This paper compares and analyses the contents of sex-education readings and the differences in the use of language to identify the differences in the current adolescent sex education between China and the United States. The purpose of this research is to find the causes of the differences so as to find better ways to improve the quality of Chinese adolescent sex education readings and to put forward effective suggestions for the improvement of the quality of adolescent sex education in China.
1.3 Layout of Thesis
This paper uses the methodology of literature research and review, and linguistics. On the basis of a wide range of readings about adolescent sex education in China and the United States, the paper, by comparing the content and language of sex-education readings between Chinese and American teenagers, analyzes the current situation of sex education in China and the United States. Then it explores the causes of Sino-American differences from the historical background, culture, economy and other aspects. Finally it identifies the implications for sex education of Chinese youth and puts forward some suggestions for China’s sex education for the young generation.
Chapter Two Literature Review
2.1 Sex Education
There are many different definitions of sex education in Literature. The second chapter of Hu (2001) contains a section explaining the meaning of sex education: sex education is an issue shared commonly by family, school and society. It is vital to resonate with the local social culture, laws and ethics in the process of conducting the education of sex information. Lian and Chen (2014) argue that sex education should not only focus on information education, but should also be an attitude. It should ensure the healthy growth of children’s body and mind, help young children to understand the significance of the interaction between the two genders, and correctly guide the next generation in terms of sex behavior and psychology. In short, sex education should be comprehensive, combining a variety of elements to make it a success.
The purpose of sex education is identified in Lian and Chen (2005)：Sex health is to be able to coordinate physical, emotional, intellectual, and social relationships and the purpose of sex education is to ensure the acquisition of sex rights and intra-individual rights, including sex life, sex information, sex skills and gender relations. The objective of sex education in schools is to uncover the myths surrounding sexuality and provide guidance and assistance in a scientific and systematic way.
2.2 History of Adolescent Sex Education in China
Su and Ren（2005）gives a detailed summary and analysis of the history of sex education in China. According to their findings, the history of sex education was divided into ancient, modern and contemporary period:
1. Ancient sex education in China: There is a long history of using sex education as a means to disseminate sex knowledge in our country. The Book of Changes emphasized that sex intercourse was the basis of all life and is in line with the laws of heaven and earth. Then there were the foundations for sexology such as Inner Canon of Huangdi and Eight Masterpieces about Sexual Practices(房中八家). The Kama-sutra created in the Han Dynasty covered a wide range of sexual specification. There also successively appeared a number of similar works in the successive dynasties, such as Classics of Woman’s Sexual Practices(素女秘道经), Secrets about Sexual Practices(房内秘诀) and Mysteries about Sexual Practices(玉房秘诀). However, after the Song Dynasty, because the feudal rulers attached importance to the development of Cheng Zhu’s Neo-Confucianism, they considered sex as something obscene. It frustrated sex education, making it spiraling downward. Especially in the Qing Dynasty, the idea of “Sex Imprison” was in a dominant position, which is deeply restricted by principles like “body contact is not allowed in handling over and taking over between men and women”(男女授受不亲) from Mencius（孟子） that allow men and women to keep away from lust and so on.
2. Modern sex education in China was conducted mainly through school education. Tai (2005) has developed a syllabus for secondary school sex education. The government regulations dictate that sex education is compulsory. It is published in the School Health Implementation Plan and the curriculum of some schools. The development of sex education is mainly manifested in the emergence of a large number of publications, such as Sexual Desire and Education, Sexual Desire in Education, and Sex Education and Sputum Medicine.
3. China's contemporary sex education: Although many sensible people have promoted sex education since the May 4th Movement, they have never really started. At the beginning of the liberation, the class struggle was still the primary task of our country at the time. At that time, China was actively preparing for the Korean War. Therefore, school education also focused on this issue. The emphasis on sex education was insufficient, neglected or even ignored. Not until the new period of reform and opening up began in 1979 did our country’s sex education really enter a new stage of development. The contemporary education we advocate includes physiology, psychology, morality and legislation of sex. The education channel was still through schools, society and families. In China, from the late 1990s to the early 21st century, sex education was conducted in primary school, and many primary schools managed to offer sex education courses. This shows that the scale of contemporary sex education in our country has reached an unprecedented level of development. Many educators advocate that families should assume the responsibility of carrying out sex education for children, and educate children about gender awareness, gender differences and the natural laws of adolescent sex development.
2.3 History of Adolescent Sex Education in America
Liang（2008）summarized the course of sex education in the United States and divided it into four periods.
1. Sex education in the first half of the 21st century
In the 1880s, some social groups in the United States started sex-related lectures and seminars. Sex education had not been implemented in schools at that time, and it gradually entered school from the beginning of the 20th century. In July 1912, the U.S. Education Federation began training teachers for sex education in secondary schools. Until the 1960s, school sex education had not received enough attention in the United States. Only a small number of states encouraged the offering of sex education courses.
2. “Unguided” sex education period
By the 1960s, the rise of "sex revolution" in the United States created a wave of sex education. Under the influence of the U.S Sex Education Association, the United States Federation of Sex Educators and Therapists and the policy support of U.S. Department of Education for family sex education and sex education, sex education has begun to gain recognition from parents and society, and thus has entered school education. However, under the influence of the idea of sex freedom, sex education entered the era of “unguided sex education”. Teachers only taught students sex knowledge and they did not give any guidance or evaluation of students’ behaviors. By the 1970s, the theme of sex education turned to “safe sex behaviors”. Even though the sex education guiding ideology of the 1960s and 1970s deviated from the track of scientific sex education, in many school districts in the United States, sex education and family sex education were closely integrated into the whole process of education from kindergarten to high school.
3. "Safe sex behaviors" education period
From the mid-1980s to the 1990s, the United States set off a climax of sex education. People actively affirmed the irreplaceable role played by schools in sex education. "Prevention" has become the dominant idea of sex education in this period. School sex education has been combined with AIDS prevention education. Under some religious organizations, sex education began to return to traditional morality. Although it was proposed to formulate a “premarital sex control” education syllabus, the "safe sex behavior" education based on contraception was still in vogue, and it was still popular in the United States and many countries.
4. “Character-based” comprehensive education
In 1991, the U.S Sex Education Association compiled the National Sex Education Syllabus, which established that the goal of sex education is not only to promote the sex health of children and adolescents but to help them develop correct sexual attitudes. The National Sex Education Syllabus has helped normalize the goals and contents of Unity education.
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