【摘要】：幼兒自出生接受的第一所“學(xué)�！本褪羌彝�,第一任“教師”就是家長(zhǎng),學(xué)前兒童家庭教育作為學(xué)校教育、社會(huì)教育的基礎(chǔ),對(duì)幼兒的發(fā)展起著至關(guān)重要的作用。正確的家庭教育價(jià)值取向?qū)Q定家長(zhǎng)采取正確的家庭教育方式,和諧的家庭氛圍和良好的家庭教育方式有助于幼兒身心的健康發(fā)展。研究發(fā)現(xiàn),大多數(shù)0-6歲兒童的祖父母或者是外祖父母都協(xié)助年輕父母參與兒童的養(yǎng)育和教育。調(diào)查還了解到,年輕父母與祖輩照料孩子的方式和觀念的差異,已成為他們實(shí)施家庭教育的主要困難之一。家庭教育祖輩與父輩家長(zhǎng)之間的沖突是目前家庭教育中非常棘手的問題,本文試圖通過價(jià)值理論的基礎(chǔ),分析家庭教育中祖輩與父輩家長(zhǎng)的價(jià)值沖突,給幼兒營(yíng)造一個(gè)和諧健康的家庭環(huán)境。本文從五個(gè)部分進(jìn)行論述。第一部分,通過目前已有的學(xué)前兒童家庭教育的沖突現(xiàn)象和目前城市家庭結(jié)構(gòu)變動(dòng)提出問題,綜述已有學(xué)前兒童家庭教育的類型、影響及存在的問題,對(duì)家庭教育、價(jià)值、價(jià)值觀、沖突的概念進(jìn)行界定,提出自己的研究思路和研究意義。第二部分,在已有價(jià)值與價(jià)值沖突的研究基礎(chǔ)上,根據(jù)價(jià)值沖突的起源、根源及消解機(jī)制,構(gòu)建幼兒身心健康發(fā)展的家庭教育價(jià)值標(biāo)準(zhǔn)。第三部分,敘述眷眷和樂樂兩家的家庭教育故事,發(fā)現(xiàn)家庭教育沖突主要集中在飲食觀、習(xí)慣培養(yǎng)的認(rèn)識(shí)及早期智力教育觀;而學(xué)前兒童家庭教育的價(jià)值沖突主要表現(xiàn)在“一元”家庭教育價(jià)值與“多元”家庭教育價(jià)值的沖突、傳統(tǒng)家庭教育價(jià)值與現(xiàn)代家庭教育價(jià)值的沖突、價(jià)值主體的需求的不同以及祖輩的經(jīng)驗(yàn)主義與父輩的教條主義的沖突四大方面。根據(jù)家庭其價(jià)值沖突的表現(xiàn),本研究總結(jié)出家庭教育價(jià)值沖突的特性有:多樣性,復(fù)雜性,持續(xù)性和可調(diào)解性。第四部分,根據(jù)價(jià)值沖突的理論基礎(chǔ),分別從價(jià)值沖突的前提、價(jià)值沖突的背景、價(jià)值沖突的根本原因和價(jià)值沖突的直接原因出發(fā),發(fā)現(xiàn)學(xué)前兒童家庭教育的價(jià)值沖突的原因主要有:學(xué)前兒童身心發(fā)展的特殊性、社會(huì)轉(zhuǎn)型、祖輩與父輩的生活背景以及祖父輩缺乏交流。第五部分,針對(duì)價(jià)值沖突產(chǎn)生的原因,主要從建立主導(dǎo)價(jià)值——科學(xué)的家庭教育觀、包容多元價(jià)值和價(jià)值主體相互接觸,提出價(jià)值沖突的消解策略,為幼兒時(shí)期的兒童身心健康發(fā)展提供一個(gè)和諧的家庭環(huán)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.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G78

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