本文選題：高中生 + 家庭教育�。� 參考：《山東大學(xué)》2017年碩士論文

【摘要】：自我國(guó)上世紀(jì)70年代推行計(jì)劃生育政策以來(lái),家庭規(guī)模明顯縮減,甚至有越來(lái)越多的獨(dú)生子女家庭浮現(xiàn),"多生子女家庭"逐漸向"獨(dú)生子女家庭"轉(zhuǎn)變,孩子由此被家長(zhǎng)視為"手中至寶",面臨高考——孩子人生中的大事,家庭教育的聚焦點(diǎn)也由此變得更為尖銳,感受到教育壓力的家長(zhǎng)"坐臥不安",看似"拔刃張弩"、"傾盡全力",實(shí)則很多家長(zhǎng)都陷入了家庭教育的誤區(qū)之中,無(wú)視孩子的發(fā)展特征與長(zhǎng)遠(yuǎn)發(fā)展需要,施教行為主觀化、不科學(xué),教育的負(fù)面效果重重,這樣呈現(xiàn)出來(lái)的家庭教育面貌非常令人堪憂(yōu),不僅不利于孩子的長(zhǎng)遠(yuǎn)發(fā)展,而且家庭教育的功能也因得不到良好的發(fā)揮也由此與教育的初衷與本質(zhì)明顯背離,這樣的現(xiàn)狀表明有關(guān)高中生家庭教育問(wèn)題的研究刻不容緩,因此本研究主要著眼于高中生所面臨的教育環(huán)境與背景,從教育學(xué)、心理學(xué)、社會(huì)工作等不同專(zhuān)業(yè)、學(xué)科的視角去深入研究當(dāng)代中國(guó)高中生家庭教育問(wèn)題。本文首先對(duì)高中階段學(xué)生的年齡特征、個(gè)性以及人格發(fā)展特征、凸顯的心理問(wèn)題與需求進(jìn)行有條理的分析與概括。其次,通過(guò)訪(fǎng)談以及參考前輩們的研究成果,一方面,概括和歸納出了家長(zhǎng)們?cè)诮逃^念、教育內(nèi)容、教育期望、教育方式以及教育角色履行等幾個(gè)方面的誤區(qū)與問(wèn)題,包括:陳舊、封閉的教育觀;教育期待與教育動(dòng)機(jī)功利化與理想化并存;教育方式包辦代替,少對(duì)話(huà);"半半投入",教育范疇狹窄單一;角色行為越俎代庖、夫妻間配合失調(diào)這五個(gè)方面的問(wèn)題。另一方面,本文概括和整合了存在誤區(qū)與顯著問(wèn)題的家庭教育給高中學(xué)生的成長(zhǎng)、親子關(guān)系以及家庭教育功能發(fā)揮等方面所帶來(lái)的一些負(fù)面后果,包括:家庭教育"學(xué)業(yè)化";絕對(duì)權(quán)威,低自尊與對(duì)抗并存;"半半投入"與"半半發(fā)展";外在干涉超額,自我同一性發(fā)展不良等負(fù)面效應(yīng)。再一方面,本文還著眼于從歷史淵源以及現(xiàn)實(shí)背景這兩個(gè)角度去綜合探索與分析導(dǎo)致家庭教育出現(xiàn)誤區(qū)與盲點(diǎn)的原因。最后本文聚焦到本專(zhuān)業(yè)的角度,從家庭社會(huì)工作、家庭治療等不同的視角出發(fā),針對(duì)當(dāng)代高中生家庭教育存在的問(wèn)題,從社會(huì)工作專(zhuān)業(yè)思路中去獲得有助于高中生家庭教育走出誤區(qū)的啟示與建議。
[Abstract]:Since the implementation of the family planning policy in China in the 1970s, the size of the family has decreased markedly, and even more and more one-child families have emerged. "families with more children" have gradually changed to "one-child families." As a result, children are regarded as "treasure in their hands" by their parents. Facing the college entrance examination, which is a major event in children's lives, the focus of family education has become more acute. Parents who feel the pressure of education are "restless", seemingly "pulling a crossbow" and "trying their best". In fact, many parents are caught in a misconception of family education, ignoring the development characteristics and long-term development needs of their children, and subjecting their teaching behavior. Unscientific, the negative effects of education are numerous. The appearance of family education presented in this way is very worrying. It is not only detrimental to the long-term development of children, Moreover, because the function of family education is not well developed, it deviates from the original intention and essence of education, which shows that the research on family education of senior high school students is urgent. Therefore, this study focuses on the educational environment and background faced by senior high school students, and studies the family education problems of contemporary Chinese high school students from the perspective of different majors such as pedagogy, psychology, social work and so on. In this paper, the characteristics of age, personality and personality development of senior high school students, the prominent psychological problems and needs are analyzed and summarized. Secondly, through interviews and referring to the research results of the predecessors, on the one hand, it summarizes and sums up the misunderstanding and problems of parents in several aspects, such as educational concept, educational content, educational expectation, educational method and educational role fulfillment, etc. They include: an old, closed outlook on education; the coexistence of educational expectations and educational motives with utilitarianism and idealization; the arrangement of educational methods instead of dialogue; the "half-investment"; the narrowness of the scope of education; and the predominance of role behavior. The five problems of the maladjustment between husband and wife. On the other hand, this paper summarizes and integrates some negative consequences of family education, such as the growth of high school students, the relationship between parents and children, and the function of family education. Including: family education "academic"; absolute authority, low self-esteem and confrontation coexist; "half investment" and "half development"; external interference excess, bad self-identity development and other negative effects. On the other hand, this paper also aims to explore and analyze the causes of misunderstandings and blind spots in family education from the perspective of historical origin and realistic background. Finally, this paper focuses on the professional perspective, from the perspective of family social work, family therapy and other different perspectives, aiming at the problems existing in the family education of contemporary high school students. From the professional thinking of social work to get helpful to help high school students out of the misunderstandings of family education enlightenment and advice.
【學(xué)位授予單位】：山東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G78

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