学前儿童家庭教育中祖辈与父辈的价值冲突研究
发布时间：2018-11-19 11:29
【摘要】：幼儿自出生接受的第一所“学校”就是家庭,第一任“教师”就是家长,学前儿童家庭教育作为学校教育、社会教育的基础,对幼儿的发展起着至关重要的作用。正确的家庭教育价值取向将决定家长采取正确的家庭教育方式,和谐的家庭氛围和良好的家庭教育方式有助于幼儿身心的健康发展。研究发现,大多数0-6岁儿童的祖父母或者是外祖父母都协助年轻父母参与儿童的养育和教育。调查还了解到,年轻父母与祖辈照料孩子的方式和观念的差异,已成为他们实施家庭教育的主要困难之一。家庭教育祖辈与父辈家长之间的冲突是目前家庭教育中非常棘手的问题,本文试图通过价值理论的基础,分析家庭教育中祖辈与父辈家长的价值冲突,给幼儿营造一个和谐健康的家庭环境。本文从五个部分进行论述。第一部分,通过目前已有的学前儿童家庭教育的冲突现象和目前城市家庭结构变动提出问题,综述已有学前儿童家庭教育的类型、影响及存在的问题,对家庭教育、价值、价值观、冲突的概念进行界定,提出自己的研究思路和研究意义。第二部分,在已有价值与价值冲突的研究基础上,根据价值冲突的起源、根源及消解机制,构建幼儿身心健康发展的家庭教育价值标准。第三部分,叙述眷眷和乐乐两家的家庭教育故事,发现家庭教育冲突主要集中在饮食观、习惯培养的认识及早期智力教育观;而学前儿童家庭教育的价值冲突主要表现在“一元”家庭教育价值与“多元”家庭教育价值的冲突、传统家庭教育价值与现代家庭教育价值的冲突、价值主体的需求的不同以及祖辈的经验主义与父辈的教条主义的冲突四大方面。根据家庭其价值冲突的表现,本研究总结出家庭教育价值冲突的特性有:多样性,复杂性,持续性和可调解性。第四部分,根据价值冲突的理论基础,分别从价值冲突的前提、价值冲突的背景、价值冲突的根本原因和价值冲突的直接原因出发,发现学前儿童家庭教育的价值冲突的原因主要有:学前儿童身心发展的特殊性、社会转型、祖辈与父辈的生活背景以及祖父辈缺乏交流。第五部分,针对价值冲突产生的原因,主要从建立主导价值——科学的家庭教育观、包容多元价值和价值主体相互接触,提出价值冲突的消解策略,为幼儿时期的儿童身心健康发展提供一个和谐的家庭环境。
[Abstract]:The first "school" is the family and the first "teacher" is the parent. As the foundation of school education and social education, preschool children's family education plays an important role in the development of children. The correct value orientation of family education will decide the parents to adopt the correct family education way, the harmonious family atmosphere and the good family education way will contribute to the healthy development of the child's body and mind. The study found that most grandparents or grandparents of children aged 0-6 assist young parents in raising and educating their children. The survey also found that differences in the ways and attitudes of young parents and grandparents to care for their children have become one of the main difficulties for them to carry out family education. The conflict between grandparents and parents in family education is a very difficult problem in family education at present. This paper attempts to analyze the value conflicts between grandparents and parents in family education through the basis of value theory. Create a harmonious and healthy family environment for young children. This article carries on the discussion from five parts. The first part, through the conflict phenomenon of preschool children's family education and the changes of urban family structure, summarizes the types, influences and existing problems of pre-school children's family education, and its value to family education. The concept of values and conflict is defined, and its own research ideas and significance are put forward. The second part, on the basis of the research of the existing value and value conflict, according to the origin, the root cause and the resolution mechanism of the value conflict, construct the family education value standard of the child's physical and mental health development. The third part, narrates the family education story of the family and the happy family, finds that the family education conflict mainly concentrates on the diet view, the habit cultivation cognition and the early intelligence education view; The value conflict of preschool children's family education is mainly manifested in the conflict between the value of family education and the value of family education, the conflict between the value of traditional family education and the value of modern family education. The different needs of value subjects and the conflict between the empiricism of the ancestors and the dogmatism of the parents. According to the expression of family value conflict, this study summarizes the characteristics of family education value conflict: diversity, complexity, persistence and mediation. The fourth part, according to the theoretical basis of value conflict, starting from the premise of value conflict, the background of value conflict, the root cause of value conflict and the direct cause of value conflict, respectively. The main reasons for the value conflict of preschool children's family education are as follows: the particularity of preschool children's physical and mental development, the social transformation, the living background of grandparents and their parents' lack of communication. The fifth part, in view of the reason of value conflict, mainly from the establishment of leading value-scientific family education view, including multiple values and value subject contact, put forward the resolution strategy of value conflict. To provide a harmonious family environment for children's physical and mental health development in early childhood.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G78
本文编号：2342174
[Abstract]:The first "school" is the family and the first "teacher" is the parent. As the foundation of school education and social education, preschool children's family education plays an important role in the development of children. The correct value orientation of family education will decide the parents to adopt the correct family education way, the harmonious family atmosphere and the good family education way will contribute to the healthy development of the child's body and mind. The study found that most grandparents or grandparents of children aged 0-6 assist young parents in raising and educating their children. The survey also found that differences in the ways and attitudes of young parents and grandparents to care for their children have become one of the main difficulties for them to carry out family education. The conflict between grandparents and parents in family education is a very difficult problem in family education at present. This paper attempts to analyze the value conflicts between grandparents and parents in family education through the basis of value theory. Create a harmonious and healthy family environment for young children. This article carries on the discussion from five parts. The first part, through the conflict phenomenon of preschool children's family education and the changes of urban family structure, summarizes the types, influences and existing problems of pre-school children's family education, and its value to family education. The concept of values and conflict is defined, and its own research ideas and significance are put forward. The second part, on the basis of the research of the existing value and value conflict, according to the origin, the root cause and the resolution mechanism of the value conflict, construct the family education value standard of the child's physical and mental health development. The third part, narrates the family education story of the family and the happy family, finds that the family education conflict mainly concentrates on the diet view, the habit cultivation cognition and the early intelligence education view; The value conflict of preschool children's family education is mainly manifested in the conflict between the value of family education and the value of family education, the conflict between the value of traditional family education and the value of modern family education. The different needs of value subjects and the conflict between the empiricism of the ancestors and the dogmatism of the parents. According to the expression of family value conflict, this study summarizes the characteristics of family education value conflict: diversity, complexity, persistence and mediation. The fourth part, according to the theoretical basis of value conflict, starting from the premise of value conflict, the background of value conflict, the root cause of value conflict and the direct cause of value conflict, respectively. The main reasons for the value conflict of preschool children's family education are as follows: the particularity of preschool children's physical and mental development, the social transformation, the living background of grandparents and their parents' lack of communication. The fifth part, in view of the reason of value conflict, mainly from the establishment of leading value-scientific family education view, including multiple values and value subject contact, put forward the resolution strategy of value conflict. To provide a harmonious family environment for children's physical and mental health development in early childhood.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G78
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