發(fā)布時(shí)間：2018-08-29 19:59

【摘要】：在全球化、現(xiàn)代化及城市化等力量的推動(dòng)下,我國家庭的規(guī)模、結(jié)構(gòu)與功能發(fā)生著重要變化,家庭承擔(dān)子女的教育功能與教育能力面臨諸多問題與挑戰(zhàn)。家庭教育日益由家庭私人型事務(wù)轉(zhuǎn)變?yōu)樯鐣?huì)公共事務(wù)。以專業(yè)化的家庭教育指導(dǎo)服務(wù)介入,提升家長教育子女的能力,努力發(fā)揮家庭促進(jìn)孩子社會(huì)化與個(gè)性化功能,對于融洽親子關(guān)系、提升家庭福祉與促進(jìn)社會(huì)和諧具有重要現(xiàn)實(shí)意義。其中,家庭教育指導(dǎo)者的專業(yè)化直接關(guān)系到家庭教育指導(dǎo)服務(wù)的質(zhì)量。因此,開展我國家庭教育指導(dǎo)者現(xiàn)實(shí)發(fā)展?fàn)顩r,提出實(shí)現(xiàn)家庭教育指導(dǎo)者專業(yè)化的制度建議的深入研究,對于提升家庭教育指導(dǎo)服務(wù)質(zhì)量,促進(jìn)家庭幸福與社會(huì)發(fā)展具有積極的現(xiàn)實(shí)價(jià)值。論文首先分析了我國家庭教育指導(dǎo)者專業(yè)化研究的背景、價(jià)值與意義,并介紹了本研究的整體設(shè)計(jì)思路。其次,闡釋與家庭教育指導(dǎo)者專業(yè)化相關(guān)的理論,為研究衡量與評定家庭教育指導(dǎo)者專業(yè)化水平確定理論依據(jù)。接下來,從量化分析與質(zhì)性分析兩個(gè)層面,全面深入分析我國家庭教育指導(dǎo)者專業(yè)化發(fā)展的實(shí)然現(xiàn)狀。在現(xiàn)狀調(diào)查的基礎(chǔ)上,從制度層面進(jìn)一步歸納與反思制約我國家庭教育指導(dǎo)者專業(yè)化發(fā)展的原因。最后,提出推進(jìn)家庭教育指導(dǎo)者專業(yè)化發(fā)展的制度創(chuàng)新命題及實(shí)現(xiàn)策略建議。研究發(fā)現(xiàn),目前我國家庭教育指導(dǎo)者專業(yè)化仍處于初步發(fā)展階段。在專業(yè)倫理價(jià)值層面,家庭教育指導(dǎo)者的專業(yè)倫理意識(shí)薄弱,公眾對于家庭教育的價(jià)值認(rèn)識(shí)欠缺;在專業(yè)理論知識(shí)層面,尚未形成系統(tǒng)的家庭教育理論知識(shí)體系;在專業(yè)組織管理層面,圍繞家庭教育指導(dǎo)者的資格認(rèn)證制度未推廣,相關(guān)評價(jià)與監(jiān)督體制尚未健全;在專業(yè)服務(wù)支持層面,作為全日制職業(yè)的家庭教育指導(dǎo)者尚未被認(rèn)同,家庭教育個(gè)性化服務(wù)薄弱,家庭教育經(jīng)費(fèi)保障不足。為此,需要推進(jìn)以提升家庭教育指導(dǎo)者專業(yè)化為中心的制度改革與建設(shè),主要包括完善專業(yè)化人才培養(yǎng)體系,實(shí)行專業(yè)資格認(rèn)證制度,推進(jìn)家庭教育立法,健全家庭教育指導(dǎo)服務(wù)專業(yè)組織,開發(fā)市場和尋求第三方資源支持以及構(gòu)建評價(jià)和反饋機(jī)制等方面。
[Abstract]:Driven by the forces of globalization, modernization and urbanization, the scale, structure and function of the family in our country have undergone important changes. The family is faced with many problems and challenges in shouldering the educational function and educational ability of its children. Family education is changing from private family affairs to social public affairs. Intervention with specialized family education guidance services to enhance parents' ability to educate their children, to exert family's function of promoting socialization and individualization of children, and to improve the relationship between parents and children, It is of great practical significance to promote family welfare and social harmony. Among them, the specialization of family education director is directly related to the quality of family education guidance service. Therefore, to carry out the actual development of family education instructors in our country, and to put forward the system suggestions to realize the specialization of family education guides, will improve the service quality of family education guidance. Promoting family happiness and social development has positive practical value. This paper first analyzes the background, value and significance of the research on the specialization of family education instructors in China, and introduces the overall design ideas of this study. Secondly, it explains the theories related to the specialization of family education instructors, and determines the theoretical basis for the research and evaluation of the professional level of family education mentors. Then, from two aspects of quantitative analysis and qualitative analysis, the author comprehensively and deeply analyzes the actual situation of the professional development of family education instructors in China. On the basis of the investigation of the present situation, the author further sums up and reflects on the reasons that restrict the professional development of family education instructors in China from the system level. Finally, the thesis puts forward the proposition of system innovation and the suggestion of realizing strategy for promoting the professional development of family educator. It is found that the specialization of family education instructors is still in the initial stage of development. At the level of professional ethics value, the professional ethics consciousness of family educator is weak, and the value cognition of family education is lacking in the public, and at the level of professional theory knowledge, the systematic family education theory knowledge system has not been formed. At the level of professional organization management, the qualification certification system around family education instructors has not been popularized, and the related evaluation and supervision system has not been improved. The individualized service of family education is weak and the funds of family education are insufficient. Therefore, it is necessary to promote the reform and construction of the system centered on promoting the professionalization of family education instructors, which mainly includes perfecting the professional personnel training system, implementing the professional qualification certification system, and promoting the family education legislation. Perfect the professional organization of family education guidance service, develop the market and seek the support of third party resources, and construct the evaluation and feedback mechanism.
【學(xué)位授予單位】：江南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G78

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