摘要
当前社会广泛关注的家庭教育仍存在教育目的的功利性、儿童主体的忽视性、教育方向的单一性等实际问题,这些问题反映出家庭教育中儿童主体性的缺位问题。家庭教育深深植根于生活场域的交往互动过程,家庭成员之间相互影响,共同承担学习者、教育者的主体角色,终身学习和反向社会化理念对于家庭教育中主体性的生成机理具有借鉴意义。从理论生发而来的共学互学理念可以作为家庭教育中儿童主体性生成的可能路径,具体而言,可以通过建构边界清晰的生活互动场域、家长以学习者角色参与家庭学习、注重发掘儿童的教育主体性潜力三条路径实施,促进全员共学互学、激发生命活力的家庭教育形成。
Currently,family education,which is of wide concern to society,still has practical problems such as the utilitarian nature of educational purposes,the neglect of children’s subjectivity,and the singularity of educational direction,which reflect the lack of children’s subjectivity in family education.Family education is deeply rooted in the interactive processes within the domain of everyday life,with family members influencing each other and sharing the main roles of learners and educators,and the concepts of lifelong learning and reverse socialisation are of great significance to the generation mechanism of subjectivity in family education.The concept of cooperative and mutual learning,derived from theoretical foundations,can serve as a potential pathway for the generation of children’s subjectivity in family education.Specifically,it can be implemented through three paths,namely,the construction of a clearly bounded life interaction field,the participation of parents in family learning in the role of learners,and the focus on exploring the potential of children’s educational subjectivity,so as to promote the formation of a family education that stimulates the vitality of life through cooperative and mutual learning among all the family members.
出处
《中华家教》
2023年第6期34-41,共8页
The Family Education Of China
关键词
家庭教育
儿童主体性
互动
终身学习
反向社会化
Family Education
Children’s Subjectivity
Interaction
Lifelong Learning
Reverse Socialisation
