基于文学作品的移民初期朝鲜族家庭教育研究

发布时间：2018-05-13 00:15

本文选题：家庭教育 + 朝鲜族家庭教育　；参考：《延边大学》2017年硕士论文

【摘要】：自1992年中韩建交以来,大量朝鲜族青壮年出国务工,致使朝鲜族聚居地和散居地都出现了大批的留守儿童,这些留守儿童不能够接受到良好的家庭教育,并凸显出越来越多的问题,朝鲜族家庭教育正处于崩溃的边缘。基于此,在借鉴前人研究的基础上,本研究将追溯到移民初期,去了解移民初期的朝鲜族家庭教育的情况。教育的主体是人,教育活动是日常生活的一部分,所以本研究是在福柯后现代主义历史观的角度下,通过构建朝鲜族移民初期的日常生活场景,在生活中发现教育问题。由于有关朝鲜族家庭教育研究的文献甚少,为了构建出朝鲜族人民的日常生活,本研究选取两部依据现实主义手法创作的移民题材的小说《北间岛》与《泪洒图们江》作为一手研究资料,将这些资料作为研究个案与家庭教育理论相结合,通过建立分析逻辑图,解读文学作品中朝鲜族的家庭教育的变化发展,将作品中筛选出的有关朝鲜族家庭教育观念、朝鲜族家庭教育内容、朝鲜族家庭教育方法的内容,并进行归纳分析,得出移民初期朝鲜族教育的特点:1.移民初期的朝鲜族家庭教育观念具有倾向性;2.移民初期朝鲜族家庭教育内容的选择具有针对性;3.移民初期的朝鲜族家庭教育方法具有感染性。在朝鲜族移民时期,都是举家迁移,从这种大家族的迁移中我们可以发现不论迁移前后,家族内的各位家庭成员都是生活在一起,或者是同一村庄,这大大加深了家庭成员之间的联系,所以在民族文化的传承与家庭教育的进行上都有非常大的便利,这种距离上的便利能够为言传身教的家庭教育提供有力条件,便于生活经验的分享与学习、便于家庭文化的传承。反观现今的的朝鲜族家庭,家中留下的多为老人,这就使家庭教育的发展具有局限性与滞后性。移民初期的朝鲜族家庭教育承担的主要是育人的教育,家庭成员之间无意识的传承,将朝鲜族传统文化代代相传。而现代朝鲜族的家庭教育只是学校教育延伸,只是注重书本知识的学习,而忽略了德育教育,家长与孩子不能够进行良好的互动,造成父母与子女的隔阂,不利于孩子的健康成长就。家庭教育的主体是家庭,一切的教育活动应在一个完整的家庭环境下进行,所以本研究希望通过对移民初期朝鲜族家庭教育的研究,改善现在朝鲜族对家庭教育只是为子女提供良好的物质条件这样的观念,也希望家长们可以明白提供优越的物质不是教育的全部,家庭教育应该回归家庭,回归生活,只要这样才能促进朝鲜族教育适应现在的社会发展需要。
[Abstract]:Since the establishment of diplomatic relations between China and South Korea in 1992, a large number of Korean young and middle-aged people have gone abroad to work, resulting in a large number of left-behind children in Korean settlements and scattered areas. These left-behind children are not able to receive good family education. And highlight more and more problems, Korean family education is on the verge of collapse. Based on this, based on the previous studies, this study will trace back to the early immigration, to understand the Korean family education in the early immigrant period. The main body of education is human and the educational activity is a part of daily life, so this research is based on Foucault's postmodernism historical view, by constructing the daily life scene of Korean immigrants in the early stage, we find out the educational problems in our life. In order to construct the daily life of Korean people, there are few documents about family education of Korean nationality. In this study, two immigrant novels, Beijian Island and Tumen River, which are based on realism, are selected as the primary research materials, which are combined with the family education theory as a case study. By establishing the logic chart of analysis, this paper interprets the changes and development of Korean family education in literary works, and selects out the contents of Korean family education concept, Korean family education content and Korean family education methods, which are selected from the works, which are related to the Korean family education concept, the Korean family education content and the Korean family education method. And carry on inductive analysis, draw the characteristic of Korean nationality education in the early period of emigration: 1. The Korean family education concept in the early period of emigration has a tendency. The choice of Korean family education content in the early period of emigration has pertinence. The family education methods of Korean nationality in the early period of emigration were infectious. During the period of Korean immigrants, the whole family migrated. From the migration of this kind of large family, we can find that no matter before or after the migration, the family members of the family all live together, or in the same village. This greatly deepens the ties between family members, so it is very convenient to inherit the national culture and carry out family education. This kind of distance convenience can provide a powerful condition for family education that can be taught by words and deeds. It is convenient to share and learn life experience and to inherit family culture. Looking back at the Korean families today, most of them are the elderly, which makes the development of family education limited and lagging behind. The family education of Korean nationality in the early period of emigration is mainly the education of educating people, and the unconscious inheritance among family members passes on the traditional culture of Korean nationality from generation to generation. The family education of the modern Korean nationality is only an extension of school education, only pays attention to the study of book knowledge, but neglects moral education. Parents and children cannot interact well, resulting in the estrangement between parents and children. It is not good for the healthy growth of children. The main body of family education is family, all educational activities should be carried out in a complete family environment. To improve the Korean people's concept that family education is only to provide good material conditions for their children, and also hope that parents can understand that providing superior materials is not all about education. Family education should return to the family and return to life. As long as this can promote Korean education to meet the needs of the current social development.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G78

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