本文選題：寄宿兒童 + 家庭教育　； 參考：《浙江師范大學》2013年碩士論文

【摘要】：隨著我國九年義務(wù)教育的普及,推進素質(zhì)教育以及教育布局均衡的工作在全國范圍內(nèi)開展起來,鄉(xiāng)村小學因此遭到大規(guī)模撤并。為解決部分學生家校距離過遠的問題,寄宿制小學隨之出現(xiàn)。在學校布局調(diào)整帶來教育資源優(yōu)化整合,取得規(guī)模效益的同時,個隱性問題漸漸呈現(xiàn)在我們面前——家庭教育缺失影響了農(nóng)村寄宿兒童的道德成長。 在個體生命的早期,兒童在家庭中最早開始經(jīng)歷情感體驗,學習人類社會文化,并將其規(guī)范、價值內(nèi)化。認知發(fā)展理論認為兒童早期的道德判斷主要是受父母的影響,父母的觀點被兒童內(nèi)化并且成為以后自律功能的源泉。道德發(fā)展心理學認為兒童的道德發(fā)展是在與人交往的生活實踐中主動建構(gòu)起來的。無論是人的道德認知、情感、還是行為等因素的發(fā)展都不是在真空中的,它們都是在具體的生活氛圍中,通過主客體之間的相互作用而逐漸發(fā)展起來的。雖然農(nóng)村寄宿制學校有著方便學生上學,促進師生交往、而且也可以起到提高學生的生活自理能力等諸多優(yōu)點,然而封閉式管理卻將父母與子女隔離開來,縮小了兒童的生活范圍,不利于其社會關(guān)系的形成。通過實地調(diào)查研究我們發(fā)現(xiàn),農(nóng)村寄宿制學校由于師資隊伍力量有限、硬件設(shè)施配套不全等原因在彌補寄宿兒童家庭教育缺失方面鮮有作為；在促進兒童道德發(fā)展方面進行“批量化”引導,雖然可以解決一些普遍性問題,但難以細致具體,缺乏個別針對性。由此造成寄宿兒童在道德發(fā)展的早期階段缺乏成人的正確引導以及完整的道德生活,導致部分寄宿兒童的道德認知、道德情感、道德行為等出現(xiàn)偏失,阻礙其道德的正常發(fā)展。 本文在基于理論分析和實地調(diào)研的基礎(chǔ)上,力圖展現(xiàn)出一副農(nóng)村寄宿兒童家庭教育缺失的完整畫面。針對家庭教育缺失帶給寄宿兒童道德發(fā)展的負面影響,以可行性為原則,從提高家庭的道德教育能力,發(fā)揮寄宿學校的道德教育功能、提升兒童自身道德能力三方面入手,提出相應(yīng)的規(guī)避對策,試圖構(gòu)建家庭——學校——兒童三維立體式體系,以期有效促進寄宿兒童的道德發(fā)展。
[Abstract]:With the popularization of nine-year compulsory education in our country, the work of promoting quality-oriented education and balanced distribution of education has been carried out in the whole country, and rural primary schools have been removed and merged on a large scale. In order to solve the problem that some students are far from home, boarding primary schools appear. While the adjustment of school layout leads to the optimization and integration of educational resources and gains economies of scale, a recessive problem gradually emerges in front of us-the lack of family education affects the moral growth of rural boarding children. In the early stage of individual life, children begin to experience emotional experience, learn human social culture, standardize and internalize their values in the family. Cognitive development theory holds that children's early moral judgment is mainly influenced by their parents, and their views are internalized by children and become the source of self-discipline in the future. The psychology of moral development thinks that the moral development of children is constructed actively in the practice of living with people. The development of human moral cognition, emotion, behavior and other factors are not in the vacuum, they are all developed gradually through the interaction between the subject and the object in the concrete living atmosphere. Although rural boarding schools have many advantages, such as facilitating students to attend school, promoting teacher-student contacts, and also improving students' ability to take care of themselves, closed management separates parents from their children. Narrow the scope of life of children, is not conducive to the formation of their social relations. Through field investigation, we find that rural boarding schools have little success in making up for the lack of family education for boarding children because of limited teachers and incomplete hardware facilities. "batch" guidance in promoting children's moral development can solve some universal problems, but it is difficult to be detailed and specific, lacking individual pertinence. As a result, the boarding children in the early stage of moral development lack of adult correct guidance and complete moral life, resulting in some boarding children's moral cognition, moral emotion, moral behavior, and so on, which hinders the normal development of their morality. Based on theoretical analysis and field investigation, this paper tries to show a complete picture of the lack of family education of rural boarding children. In view of the negative influence of the lack of family education on the moral development of boarding children, this paper, based on the principle of feasibility, starts with three aspects: improving the ability of moral education of the family, giving play to the function of moral education in boarding schools, and improving the moral ability of children themselves. In order to promote the moral development of boarding children, this paper puts forward the corresponding avoidance countermeasures and tries to construct a three-dimensional family-school-children three-dimensional system.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2013
【分類號】：G78;G621

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