家庭教育的缺失对农村寄宿儿童道德成长的影响及对策研究

发布时间：2018-05-20 21:05

本文选题：寄宿儿童 + 家庭教育　；参考：《浙江师范大学》2013年硕士论文

【摘要】：随着我国九年义务教育的普及,推进素质教育以及教育布局均衡的工作在全国范围内开展起来,乡村小学因此遭到大规模撤并。为解决部分学生家校距离过远的问题,寄宿制小学随之出现。在学校布局调整带来教育资源优化整合,取得规模效益的同时,个隐性问题渐渐呈现在我们面前——家庭教育缺失影响了农村寄宿儿童的道德成长。在个体生命的早期,儿童在家庭中最早开始经历情感体验,学习人类社会文化,并将其规范、价值内化。认知发展理论认为儿童早期的道德判断主要是受父母的影响,父母的观点被儿童内化并且成为以后自律功能的源泉。道德发展心理学认为儿童的道德发展是在与人交往的生活实践中主动建构起来的。无论是人的道德认知、情感、还是行为等因素的发展都不是在真空中的,它们都是在具体的生活氛围中,通过主客体之间的相互作用而逐渐发展起来的。虽然农村寄宿制学校有着方便学生上学,促进师生交往、而且也可以起到提高学生的生活自理能力等诸多优点,然而封闭式管理却将父母与子女隔离开来,缩小了儿童的生活范围,不利于其社会关系的形成。通过实地调查研究我们发现,农村寄宿制学校由于师资队伍力量有限、硬件设施配套不全等原因在弥补寄宿儿童家庭教育缺失方面鲜有作为；在促进儿童道德发展方面进行“批量化”引导,虽然可以解决一些普遍性问题,但难以细致具体,缺乏个别针对性。由此造成寄宿儿童在道德发展的早期阶段缺乏成人的正确引导以及完整的道德生活,导致部分寄宿儿童的道德认知、道德情感、道德行为等出现偏失,阻碍其道德的正常发展。本文在基于理论分析和实地调研的基础上,力图展现出一副农村寄宿儿童家庭教育缺失的完整画面。针对家庭教育缺失带给寄宿儿童道德发展的负面影响,以可行性为原则,从提高家庭的道德教育能力,发挥寄宿学校的道德教育功能、提升儿童自身道德能力三方面入手,提出相应的规避对策,试图构建家庭——学校——儿童三维立体式体系,以期有效促进寄宿儿童的道德发展。
[Abstract]:With the popularization of nine-year compulsory education in our country, the work of promoting quality-oriented education and balanced distribution of education has been carried out in the whole country, and rural primary schools have been removed and merged on a large scale. In order to solve the problem that some students are far from home, boarding primary schools appear. While the adjustment of school layout leads to the optimization and integration of educational resources and gains economies of scale, a recessive problem gradually emerges in front of us-the lack of family education affects the moral growth of rural boarding children. In the early stage of individual life, children begin to experience emotional experience, learn human social culture, standardize and internalize their values in the family. Cognitive development theory holds that children's early moral judgment is mainly influenced by their parents, and their views are internalized by children and become the source of self-discipline in the future. The psychology of moral development thinks that the moral development of children is constructed actively in the practice of living with people. The development of human moral cognition, emotion, behavior and other factors are not in the vacuum, they are all developed gradually through the interaction between the subject and the object in the concrete living atmosphere. Although rural boarding schools have many advantages, such as facilitating students to attend school, promoting teacher-student contacts, and also improving students' ability to take care of themselves, closed management separates parents from their children. Narrow the scope of life of children, is not conducive to the formation of their social relations. Through field investigation, we find that rural boarding schools have little success in making up for the lack of family education for boarding children because of limited teachers and incomplete hardware facilities. "batch" guidance in promoting children's moral development can solve some universal problems, but it is difficult to be detailed and specific, lacking individual pertinence. As a result, the boarding children in the early stage of moral development lack of adult correct guidance and complete moral life, resulting in some boarding children's moral cognition, moral emotion, moral behavior, and so on, which hinders the normal development of their morality. Based on theoretical analysis and field investigation, this paper tries to show a complete picture of the lack of family education of rural boarding children. In view of the negative influence of the lack of family education on the moral development of boarding children, this paper, based on the principle of feasibility, starts with three aspects: improving the ability of moral education of the family, giving play to the function of moral education in boarding schools, and improving the moral ability of children themselves. In order to promote the moral development of boarding children, this paper puts forward the corresponding avoidance countermeasures and tries to construct a three-dimensional family-school-children three-dimensional system.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：G78;G621

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