共查询到20条相似文献，搜索用时 125 毫秒
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《华夏少年(简快作文 )》2017,(11)
家庭教育是幼儿的启蒙教育,可以决定幼儿的教养、人格、态度、言谈举止等。父母是幼儿的第一任老师,所以幼儿家庭教育尤为重要。但是,家长的教育观念和教育方法存在着问题,不能有效地发挥家庭教育的作用。根据调查研究,浅谈幼儿家庭教育中存在的问题,并制定相应的改善策略,让家庭教育成为幼儿提高综合素养的温床与摇篮。 相似文献
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幼儿家长的教育能力是指幼儿家长在一定教育观念的指导下，运用教育幼儿的科学知识，解决在家庭教育中所遇到的各种各样的问题，促进幼儿身心健康发展的机智、策略与技能技巧等综合，它直接关系到家庭教育的成败。对于幼儿的教育，家长不仅应具备教育幼儿的一般知识，而且应具备将教育的科学知识运用于教育实践，创造性地解决家庭教育中实际问题的多方面能力。家长的教育能力应包括了解孩子的能力、指导孩子的能力、 相似文献
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幼儿时期接触到的两大教育模式是以幼儿园教育和家庭教育为主,在家庭以外的教育就是幼儿园教育,而作为家庭也要积极配合,对于幼儿而言,这两大教育模式是必不可少的。很多家庭认为,孩子进了幼儿园之后,家庭教育就可以脱身出来,淡出幼儿的生活,但是幼儿成长过程不仅是在幼儿园中,更多的是在家庭成员无微不至的爱护下成长起来的,因此,幼儿教育也离不开家庭教育,为了幼儿未来成长,家庭教育必须要做出一些调整,以实现与幼儿园教育的结合互补,促进幼儿长远健康的发展。 相似文献
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《山西教育(综合版)》2014,(8)
正幼儿家庭教育是指3-6岁的幼儿在家庭中所受到的一种教育方式。家庭教育是人生的第一影响源,它既是摇篮教育,也是终身教育。正确的家庭教育有助于促进孩子早期智力发展,增进亲子之间的情感交流,促使幼儿形成良好的品行和习惯。随着基础教育改革的深入,如何搞好幼儿家庭教育已成为当今中国千千万万家庭共同面临的问题。本调查 相似文献
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家庭教育是幼儿教育中重要的组成部分。在《幼儿园工作规程》中对做好家长工作、提高家庭教育质量提出了一系列的要求：“幼儿园应主动与幼儿家庭配合，帮助家长创设良好的家庭教育环境，向家长宣传科学保育、教育幼儿的知识，共同担负教育幼儿的任务。”在众多的幼教研究文献中，都一致阐述了家庭教育在子女的成长教育中起着重要作用。 相似文献
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家庭与幼儿园是幼儿生活的两个最重要的环境,家庭教育与幼儿园教育有其不同的特点,两者都有其优势也有其缺失。本文主要从家庭教育的角度出发,论述家庭教育应该从三个方面来实现与幼儿园教育的结合互补：第一是家庭教育应该为幼儿园教育做好准备;第二是家庭教育应该对幼儿园的教育内容进行延伸和巩固;第三是家庭教育应该补充幼儿园教育的缺失。只有实现家庭教育与幼儿园教育的结合互补方能使幼儿获得更科学健康的发展。 相似文献
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家庭教育与幼儿园教育是两大教育幼儿的方式,对幼儿来说尤为重要。重视家园共育,以实现幼儿园教育与家庭教育的结合互补,可使幼儿得到最完美的教育,实现最长远的发展。一、幼儿园教育、幼儿家庭教育和家园共育幼儿园教育是根据国家的教育目标与任务,结合社会的需求,以幼儿园为主体实施得系统的、有组织的、促进幼儿身心全面发展的教育活动。幼儿园教育掌握幼儿身心发展的 相似文献
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Andrew McCulloch 《British Journal of Educational Studies》2017,65(1):69-85
This study used latent class analysis to examine the trajectories followed by young people’s educational aspirations in England over the age range from 13 to 16 years and their relationship to educational achievement. The results suggested that young people’s aspirations followed six trajectories. Four trajectories showed overall patterns of aspirations which did not vary over time, while in the two remaining trajectories, aspirations either moved upwards or downwards. The trajectories were stratified according to young people’s family background and individual characteristics with those trajectories with high aspirations having higher proportions of young people from better-off family backgrounds and a higher proportion of girls and respondents from ethnic minority backgrounds. Respondents with high aspirations made more progress in achievement and had a higher likelihood of admission to university than those with low aspirations. Differences in aspirations did not completely explain differences in educational achievement by family background, however. 相似文献
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作为家族日常活动的中心,浦江义门郑氏宗祠呈现出纷繁多样的教育隐喻与教育明示.二者相辅相成、交互作用,共同展示着以祠堂为教育空间的独特价值.无论是宗祠选址、朝向以及“一品当朝”的政治理想等典型的教育隐喻,还是耕读传家、俭德和有序、尊祖敬宗收族以及生活教育等突出的教育明示,这些教育空间都以悄然无声的方式陶冶着每一位走近宗祠的郑氏子弟.本文借鉴格尔兹“深描”的文化解释学理论,通过对郑氏宗祠中教化空间的诠释,力图撷取中国传统教育基因的奥秘所在. 相似文献
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Learning Environments,Family Contexts,Educational Aspirations and Attainment: A Moderation-Mediation Model Extended 总被引：1，自引：0，他引：1
In this extension of a previous study (Marjoribanks, 1999), a moderation-mediation model was constructed to examine relationships
among learning environments, adolescents' educational aspirations and the educational attainment of young adults from different
family contexts. Data were collected as part of a longitudinal survey of Australian youth (4382 females, 3940 males). The
findings from the two investigations indicated that when distal family contexts were defined conjointly by family social status
and parents' aspirations: (1) distal family contexts, academic performance and learning environments combined to have large
associations with adolescents' educational aspirations; (2) distal family contexts, adolescents' learning environments and
educational aspirations combined to have large associations with young adults' educational attainment; and (3) there were
family-context differences in the linear and curvilinear nature of the relations among measures of individual characteristics,
learning environments and educational outcomes, and these also varied between females and males in those family contexts.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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Tehmina N. Basit 《British Educational Research Journal》2013,39(4):714-732
This paper is based on research that examined intergenerational dynamics amongst British South Asians regarding education and family life. The study investigated the perspectives of grandparents, parents and young people to establish how family attributes and education were perceived by these three groups. The methods used to gather data were focus groups and individual interviews. These were complemented by digital ethnography, which involved using photographs taken by the young people for reflection during interviews. Drawing on Bourdieu, Putnam and Coleman's theses of cultural and social capitals, the paper forwards the concept of educational capital, as the findings suggest a high emphasis on the acquisition of educational capital for upward social mobility amongst all groups. 相似文献
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Alireza Behtoui 《British Journal of Sociology of Education》2019,40(3):340-356
Recent research demonstrates that, along with the family, the peer group and the school environment, extra-curricular activities are important contexts for young people’s educational and social development. This article is the result of a survey conducted with a sample of young people in their last year of compulsory school in Sweden and examines both who has access to the different types of extra-curricular activity and the consequences of their participation in the various programmes. As the results indicate, after controlling for respondents’ class and migrant background, their gender and their health, there are positive and significant associations between participation in certain types of activity (sporting, cultural and religious) on the one hand, and students’ school performance and educational expectations on the other. However, attendance at a less-organised activity (youth recreation centres or fritidsgård) shows a negative association with these outcomes. Furthermore, the results demonstrate that the gender, social class and migrant background of students affect their rate of participation in many of these activities. 相似文献
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孟母堂被取缔表明我国的国家教育权与家庭教育权之间存在矛盾。从需求-责任关系的两种运行方式分析了二者关系紧张的原因，认为是我国政府权威类型转变的相对落后使家庭对教育的需求难以上升为权利，从而导致二者出现矛盾。 相似文献
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从新世纪家庭教育发展的需要来分析,家长应该具备品学素养、教育观念和教育理论素养、教育能力素养这三方面的基本教育素质。其中家长教育能力素养应包括了解与分析能力、教育选择与规划能力、建立密切亲子关系能力、家庭教育实施能力、教育协调和沟通能力、家庭教育环境设计能力等。目前家长的教育素质不容乐观,远未达到教育发展的应有要求。为了提升家长的教育素质,各地有关部门应从培养能献身家长教育事业的专家型师资队伍、建构具有中国特色的现代家庭教育理论体系、建设专门化规范性的家长教育网络体系以及建立科学的现代家长教育制度等方面进行努力。 相似文献
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在当今的"互联网+"时代,教育思想更加多样化,多种教育观并存,冲突加大。多种教育主体共同对每一个人产生着碎片化的作用,整个教育生态发生了巨大的变化,亟待具有跨界融合的教育观来引导和弥合教育观间的冲突,让家庭、社会、学校教育更好形成合力,变碎片化教育为系统化教育。本文跳出传统的教育视角,创新提出了教育就是助人(自己)通往更高的境界的简称"如境"的教育观。构建了四重境界,提出"登山视野"模型。为解决现实教育问题提供思路。 相似文献
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Carrie Yavuz 《Educational Psychology in Practice》2016,32(4):395-409
The area of gender variance appears to be more visible in both the media and everyday life. Within educational psychology literature gender variance remains underrepresented. The positioning of educational psychologists working across the three levels of child and family, school or establishment and education authority/council, means that they are well placed to support knowledge, understanding and practice in this area. The literature highlights the importance of the terminology around gender variance, the differing representations of gender variance and the potential impact upon young people. Three practice examples demonstrate potential roles for educational psychologists and together with the literature highlight possible implications for educational psychology practice. 相似文献
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龚波 《大学.研究与评价》2008,(12):59-63
奥运给我们留下了很多的遗产和反思。从教育价值角度反思青年大学生参与奥运志愿服务,我们认为大学生参与奥运服务,体现了较突出的实践教育价值、人格教育价值、社会教育价值、爱国主义教育价值和国际主义教育价值,正是这些教育价值给大学教育理念和德育工作提出了新的课题,也留下了教育遗产。 相似文献