本文選題：單親家庭 + 隔代教育�。� 參考：《吉林農(nóng)業(yè)大學(xué)》2017年碩士論文

【摘要】：隨著改革開放的不斷深入和市場經(jīng)濟(jì)體制的轉(zhuǎn)變,我國傳統(tǒng)的社會(huì)價(jià)值觀念發(fā)生變化,原有的社會(huì)結(jié)構(gòu)也產(chǎn)生裂變,由此引發(fā)了許多社會(huì)現(xiàn)象和社會(huì)問題。其中,由于離婚率的上升和未婚先孕等多種原因產(chǎn)生了越來越多的單親家庭,這使得單親家庭教育問題得到更多人的關(guān)注。在這些越來越多的單親家庭中,單親父母迫于生計(jì)壓力和再婚等多種原因,往往把孩子交給祖輩老人進(jìn)行撫養(yǎng),單親家庭隔代教育問題也隨之產(chǎn)生。單親家庭下的孩子缺失父愛或母愛,心靈受到創(chuàng)傷,加上單親父母把他們托付給祖輩撫養(yǎng),使他們處于再次被遺棄的困境。同時(shí),祖輩“隔代親”帶來的溺愛,不僅使他們?cè)诔砷L過程中出現(xiàn)性格孤僻、情感淡漠、心理自卑、社交和學(xué)習(xí)障礙等眾多問題,而且對(duì)家庭和社會(huì)帶來了負(fù)面的影響。因此,本文將對(duì)這一問題展開深入研究。本文在已有的相關(guān)研究成果基礎(chǔ)上,通過訪談法、觀察法及案例分析方法對(duì)單親家庭隔代教育問題進(jìn)行研究。首先,通過訪談法和觀察法,從情感、心理、學(xué)習(xí)、行為四個(gè)方面來描述單親家庭隔代教育存在的各種復(fù)雜的問題。其次,以優(yōu)勢視角理論、人在情境中理論、馬斯洛需求理論為和行為修正理論為基礎(chǔ),運(yùn)用個(gè)案工作方法對(duì)處在單親家庭隔代教育環(huán)境下的一位兒童及家庭開展個(gè)性化的服務(wù),解決案主在心理、行為和學(xué)習(xí)等方面出現(xiàn)的一系列問題。在案例實(shí)施的過程中,從家庭、學(xué)校和社會(huì)三方面出發(fā),提出解決處在單親家庭隔代教育群體問題的實(shí)質(zhì)性建議。介紹只有家庭教育、學(xué)校教育和社會(huì)教育三者相互配合,相互促進(jìn),才能夠從根本上提高單親家庭隔代教育質(zhì)量,幫助單親家庭隔代兒童教育群體走出破碎家庭帶來的陰影,為他們營造一個(gè)溫暖和諧的生活氛圍。通過本次案例研究,總結(jié)個(gè)案干預(yù)過程中的不足之處,希望能夠探討出新時(shí)期解決單親家庭隔代兒童教育群體問題的心理、行為等方法,為家庭、社會(huì)和諧穩(wěn)定的發(fā)展貢獻(xiàn)出自己的綿薄之力。
[Abstract]:With the deepening of reform and opening up and the transformation of the market economy system, the traditional social values of our country have changed, and the original social structure has also been fission, which has caused many social phenomena and social problems. There are more and more single-parent families due to the rising divorce rate and unmarried pregnancy, which makes the education of single-parent families receive more attention. In these more and more single-parent families, single parents are forced by the pressure of livelihood and remarriage and other reasons, they often give their children to their grandparents to raise, and the problem of education between generations of single-parent families also arises. Children in single-parent families lack paternal or maternal love, and their hearts are traumatized. In addition, single parents entrust them to their grandparents to support them, which puts them in the dilemma of being abandoned again. At the same time, the doting brought by their grandparents' parents not only makes them have many problems in the process of growing up, such as personality isolation, emotional indifference, psychological inferiority, social and learning disabilities, etc., but also has a negative impact on the family and society. Therefore, this article will carry on the thorough research to this question. Based on the existing research results, this paper studies the education of single parent families through interview, observation and case study. First of all, through interview and observation, this paper describes the complex problems existing in the education of single-parent families from four aspects: emotion, psychology, learning and behavior. Secondly, based on the theory of superiority, the theory of human being in the situation, the theory of Maslow's demand and the theory of behavior modification, the case work method is used to provide individualized service to a child and his family who are in the education environment of a single parent family from generation to generation. Solve a series of psychological, behavioral and learning problems. In the course of the implementation of the case, from the family, school and society, the author puts forward some substantive suggestions to solve the problem of the education group in the single-parent family. It is introduced that only when family education, school education and social education cooperate with each other and promote each other, can the quality of education between generations of single-parent families be improved fundamentally, and the education group of children in single-parent families can be helped out of the shadow of broken families. Create a warm and harmonious living atmosphere for them. Through this case study, summarizes the inadequacies in the process of individual case intervention, hoping to explore the psychological and behavioral methods to solve the problem of education group of children in single-parent families in the new period. The development of social harmony and stability contributes its own modest strength.
【學(xué)位授予單位】：吉林農(nóng)業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：C913.1

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李炯玨;;社會(huì)工作介入單親家庭親子關(guān)系困境的個(gè)案分析——基于能量驛站項(xiàng)目[J];中國-東盟博覽;2013年01期

2 姚進(jìn)忠;;個(gè)人和家庭能力的整合:單親家庭社會(huì)工作介入方法[J];南京人口管理干部學(xué)院學(xué)報(bào);2013年01期

3 段飛艷;李靜;;近十年國內(nèi)外隔代教養(yǎng)研究綜述[J];上海教育科研;2012年04期

4 張珊珊;;隔代教育的利與弊[J];學(xué)園(教育科研);2012年03期

5 呂洪艷;;20世紀(jì)60年代以來美國女性單親家庭變遷初探[J];世界歷史;2011年03期

6 朱萍;;優(yōu)勢視角下的單親家庭治療[J];考試周刊;2011年17期

7 方芳;;農(nóng)村留守兒童教育問題的社會(huì)學(xué)分析[J];當(dāng)代教育論壇(管理研究);2010年08期

8 李亞妮;;隔代撫養(yǎng)下的親子關(guān)系分析[J];學(xué)理論;2010年09期

9 楊鄧紅;;單親家庭兒童社會(huì)化中存在的問題及對(duì)策研究[J];黃石理工學(xué)院學(xué)報(bào)(人文社會(huì)科學(xué)版);2009年04期

10 朱玲;;單親家庭兒童社會(huì)性發(fā)展問題的研究[J];延安職業(yè)技術(shù)學(xué)院學(xué)報(bào);2009年03期

相關(guān)碩士學(xué)位論文 前2條

1 劉正芳;心理社會(huì)治療模式在矯正兒童攻擊性行為中的運(yùn)用[D];蘇州大學(xué);2015年

2 李星;試論單親家庭隔代教育問題[D];江西師范大學(xué);2005年

，

本文編號(hào)：1951941