It is the cache of ${baseHref}. It is a snapshot of the page. The current page could have changed in the meantime.
Tip: To quickly find your search term on this page, press Ctrl+F or ⌘-F (Mac) and use the find bar.

International Journal of Progres

International Journal of Progressive Education, Volume 2 Number 1, 2006

© 2006 INASED

 

编者的话

 

我们作为本期《中国家庭教育:趋势与问题》特刊的特邀编辑,首先感谢《国际进步教育期刊》的主编陈新仁博士、穆斯塔法博士及其同仁的邀请,使我们有了在全球征集、审阅和推荐有关中国家庭教育研究论文的机会,促成了本期特刊的问世。

                   

教育发生的环境,一般可以分为学校教育、家庭教育和社会教育,自从古代出现了专门的教育机构--学校之后,它逐漸以自己的组织严密、目的明确、师资专业、时间和场所固定等优势,發展成为教育系统的中坚力量,在中國长达数千年的歷史中,有很多例證 (毛禮銳,1984;中國教育學會,1967;李、譚,1990;郭齊家,1995;陶愚川,1985;顧樹森,1981)。然而,在社会发展和人的发展达到较高程度的现代社会,有些学校教育方面的劣势及其危害逐渐突显,人们重新理解到家庭教育的重要,在這方面的期盼越来越高。

 

随着终身教育和学习化社会的思想传播,家庭教育的功能不断扩展,家长参与学校事务早已成为西方发达国家教育改革的重要内容  (Manzon, 2004; 吳迅榮, 2003; Olson & Fuller, 2003)。在当代建设学习型社会和整个社会进步与人的发展过程中,家庭教育已经不仅仅是学校教育的延伸和补充,而是成为同学校教育、社会教育有密切联系。但是,家庭教育是一种非制度化的教育,直到如今世界各国都还没有一套系统的家庭教育管理体制,也没有一套公认合理的评价体系,这样就在一定程度上影响了家庭教育事业的健康发展。探讨家庭教育的经验和理论,在许多国家成为关乎社会进步和年轻一代成长的一个重要问题 (宗秋荣,1998)

 

中国是一个具有悠久家庭教育传统的国家 (施昌壽,1996),古代中国家庭教育的深刻思想和许多行之有效的经验早已流传海外,成为令华夏儿女自豪的民族文化的一部分。20世纪80年代以来,伴随着改革开放的进程,中国的家庭教育事业及其相关研究得到了恢复和发展,取得了不少成功经验和先进思想,对于年轻一代的成长产生了积极的作用 (郑刚,1983;马、高,1998;李洪曾,2005)。但是,目前中国家庭教育发展过程中也出现不少问题,比如部分家长有“重智轻德”、“重艺术轻体育”、“早期神童教育”等错误倾向,需要加以辨析和纠正。

 

中国国内的家庭教育涉及到十多亿人口,海外华人的家庭教育影响数千万人,中国和海外华人的家庭教育搞好了将促进数亿家庭的幸福和数亿儿童的成长,中国和华人家庭教育的经验和理论还可以为其他国家的民众所借鉴,促进世界的文明和进步。这些,也许就是陈新仁博士、穆斯塔法博士及其《国际进步教育期刊》同仁邀请我们主持《中国和华人家庭教育:趋势与问题》特刊的初衷。

 

本特輯中的家庭教育主要是指家庭中的非正規教育,是中國及華人社會內熟識的所謂「家教」,有別於西方、特別是美國社會近年所關注的家庭學校。在過往百多年間,家庭學校在中國頗為罕見。

 

本期特刊的第一篇论文《当代中国家庭教育与家庭教育研究的进展》,是特邀编辑之一骆风教授专门为读者从宏观上了解当代中国家庭教育和家庭教育研究进展情况而撰写的,该文分析了20世纪70年代末80年代初期中国家庭教育复兴和家庭教育研究兴起的原因,分别叙述了中国20世纪80年代、90年代和21世纪初期三个阶段家庭教育发展与家庭教育研究的概况,包括各个阶段中国家庭教育发展的社会背景和特点、家庭教育研究的主要内容。

 

本期特刊的第二篇论文《继承和发扬中国孝心教育的传统》,是由云南师范大学的徐坤元教授和昆明师范专科学校曾汝弟老师提供的。文章指出,继承和发扬中华民族孝心教育的优良传统,在家庭教育中大力加强孝心教育,是改善和加强未成年人思想道德建设、培养他们高尚情感、建立和谐社会的需要。对于孝心教育的传统,要采取批判地继承的态度。要培养孩子对父母的依恋心、同情心、责任心和报答心,并使之形成行为习惯。

 

本期特刊的第三篇论文《英才儿童的家庭教育----卢炜的个案分析》,是广东省珠海市海华小学的陈月香校长、周红芳老师 根据20048月采访广东省高考满分状元卢炜的父母所获的材料,分析卢炜成长过程中家庭教育的特色,作者指出卢炜家庭教育的基本经验包括:重视早期智力开发和养成教育是家庭教育取得成功的前提,家庭成员之间相互关心爱护和相互尊重是家庭教育取得成功的重要条件,家长以身作则、言传身教是家庭教育取得成功的关键。

 

    本期特刊的第四篇论文《论大學生家教資源的開發和利用》,是来自東北師範大學教育科學學院的研究生趙大伟的作品。作者认为,大學生家教是中國大學生的勤工助學活動的重要組成部分,鉴于其特殊的功能和作用,科學開發和充分利用大學生教育資源、讓大學生家教在鍛煉和提高自己的同時,更好地為社會服務,是高校學生管理部門義不容辭的責任。该文还分析了当前大学生家教活动的产生和发展的历史背景。

 

在将近一年的论文征集和审阅过程中,我们共收到九篇來稿,除了中國大陸外,还收到包括澳利亚、星加坡、香港等地作者在内的其他多篇论文,在此我们向所有投递稿件的作者、評審者、和关心本期刊物进展的朋友们表示衷心的感谢!特别需要提及的是中国家庭教育学会秘书长蒋月女士非常支持我们的工作,指示中国家庭教育学会秘书处在《家教通讯》上刊登了《国际进步教育期刊》将要编发《中国和华人家庭教育:趋势与问题》特刊的消息。


 

參考資料

郑刚(1983)。谈家庭教育的特殊性,社会,第5期。

中國教育學會(1967) 。學校制度研究。台北:正中書局。

宗秋荣(1998) 。終身學習與家庭教育。教育研究,第八期。

顧樹森(1981) 。中國歷代教育制度。江蘇:教育出版社。

郭家齊(1995) 。中國古代的學校和書院。北京:科學技術出版社。

李定開、譚佛佑編 (1990) 。中國教育史。成都:四川民族出版社。

李洪曾(2005)。近年中国学前家庭教育的指导与研究,学前教育研究,第6期。

马和民、高旭平(1998)。教育社会学研究,上海教育出版社。

毛禮銳編(1984) 。中國教育史簡編。北京:教育科學出版社。

吳迅榮(2003) 。香港的家庭與學校關係。教育曙光,第四十八期,頁12-21

施昌寿(1996)。中国古代家庭教育的基本特征,福建省妇女联合会等编。中华

家庭教育综论,福建教育出版社。

陶愚川(1985) 。中國教育史比較研究:古史部份。濟南:山東教育出版社。

 

Mazon, M. (2004). Building alliances: Schools, parents and communities in Hong Kong

and Singapore. Hong Kong: CERC, University of Hong Kong.

Olsen, G. and Fuller, M.L. (2003). Home-School relationships: Working successfully

with parents and homes. New York: Allyn and Bacon.

 

特邀编辑

      香港教师会《教育曙光》期刊主编  贺国强博士

      广州大学高等教育研究所研究员  教授

 

 

 

 


 

Editorial Statement: From the Guest Editors

 

As the editors in charge of this special issue ‘Home Education in China: Trends and Problems’, we would like to express our gratitude to Dr. Chen Xinren and Dr. Mustafa Yunus Eryaman, the editors of IJPE, and their colleagues at the editorial board, for inviting us to become the guest editors of this issue.  They enabled us to have a global ‘Call for Manuscripts’ related with Chinese home education.

Education may generally be divided into school education, home education and social education. After the formation of schools in the ancient times, education gradually transformed into highly organized and institutionalized practices and processes, with clear goals, professional teachers, fixed timetables and classrooms. These characteristics of education have been identified as the superior aspects of schooling in Chinese education in the last few millenniums (Mao, 1984; Chinese Education Society, 1967; Lee & Tam, 1990; Kwok, 1995; Tao, 1985; Koo, 1981). However, when the advancement of a technological civilization and industrialized economy has reached a high level in modern societies, some aspects of school education have been gradually identified as ‘harmful’ for individual and social transformation and progress. People begin to realize the importance of home education to eliminate the ‘harmful’ aspects of the modern and institutionalized education.

Home education has been continuously developed along with the concepts of lifelong education and learning society in modern societies. Parents’ participation in school activities has already become an important aspect of educational reforms in the developed countries (Manzon, 2004; Ng, 2003; Olson & Fuller, 2003). During the development of the contemporary information society with the social and technological progresses, home education has been seen not only as an extension or supplement of school education, but also as an important and closely related part of formal education and social education. On the other hand, home education has always been non-institutional. There was no systematic control or fair and reasonable appraisal system of home education in different parts of the world up till now. This lack of fair and reasonable appraisal system has affected the healthy development of home education to a certain extent. As a response to this problem, in many countries, the discussions on the practical and theoretical aspects of development and evaluation of home education become an important issue for educating the younger generations (Chung, 1998).

China has a long tradition of home education (Sze1996). Many profound ideas and effective experience have already been spread to overseas, and become a valuable part of Chinese culture. Since the 1980s, China's home education enterprise and its related research have been restored and developed under the Government’s open reform policy. Many successful practices and pioneered ideas have been developed, and they influenced the growth of younger generations positively (Cheng1983Ma & Ko1998Lee2005). However, there are also many problems along the developmental path of home education in China. For example, some families emphasize on intelligence more than morality, art more than sports, and they concern too much about talent education of children, etc. All these issues need to be critically discussed and analyzed.

Chinese home education influences the lives of more than one billion people in Mainland China and the lives of thirty million or more Chinese people who live overseas. We believe that our discussions on the theory and experience of Chinese home education, no matter whether it is in the Mainland or overseas, will contribute to the progress of human civilization, and will be a valuable reference for people and educators from other countries. Perhaps these are the reasons why Dr. Chen Xinren, Dr. Mustafa Yunus Eryaman and the editorial board of IJPE invited us to edit this special issue.

We would like to remind the readers of the journal that in this special issue, ‘home education’ refers to an informal education at home. It is considered to be an important aspect of education in China. However, it is different from home schooling which draws quite some attention from the public among the Western world in recent years. Home schooling is pretty rare in China.

The first article of this issue, ‘Development and research in Chinese home education,’ is written by one of the guest editors, Professor LUO Feng. The author hopes to help the readers develop a macro level understanding of home education and its research in China. The author analyzes the background, the reasons of revival, special features, and major contents of home education research in the late 70's and early 80's of the 20th century, and explores the development in the succeeding three decades, 1980s, the 90's and the beginning of the 21st century.

The second article ‘Inheritance and development  of the tradition of Chinese piety education’ is written by Professor XU Kunyuan of Yunnan Normal University and Mr. Zeng Rudi, a researcher of Kunming Teachers’ College. The authors of this article argue that in order to continue and develop the fine Chinese tradition of filial piety education, we should strengthen the filial piety perspective in home education. This would improve and enhance the moral growth in young people’s mind, raise their noble emotion and establish society's harmonious need. Regarding the tradition of "filial piety education", one would need to have a critical mind and attitude to inherit.

The third article ‘Home education of a bright student: a case analysis on Lu Wei’ is written by Ms. Chen Yuexiang Zhou Hongfang, the Principal and a senior language teacher of Zhuhai Hoi Wah Elementary School in the Guangdong Province. They explore the life history and home education of Lu Wei, the top student in the 2004 Guangdong Province College entrance examination. The authors argue that the following issues of Lu’s home education played an important role in Lu’s success: emphasis and nurturing of intellectual development in the early years of life, mutual support, respect and care among family members.   Parents’ personal examples played a crucial role in Lu’s success.

The fourth article ‘A discussion on the development of educational resources for college students as family tutors’ is written by Mr. Zhao Da Wei, a graduate student of the Northeast Normal University in China. The author analyzes the current situation of university students’ involvement as tutors in families and the historical background of the matter. The author believes that the tutoring should not only be seen as an important mean to reduce the financial constraint of the university students. After systematic investigations, the author suggests that the office of student affairs in Chinese universities should play a substantial role by providing opportunities for these students to become better tutors.

After sending out the ‘call for paper’ about a year ago, we received a total of nine manuscripts from Mainland China, Australia, Hong Kong, and Singapore. We would like to express our appreciation to the authors, reviewers, and those who are concerned with the development of this special issue. In particular, we would like to thank Ms. Jiang Yue Nor, the Secretary General of Chinese Home Education Society who helped to put our Call for Paper advertisement in the Home Education Communication Magazine.

 

Dr. HO Kwok Keung,

Editor of New Horizons in Education

(www.cpe.ied.edu.hk/newhorizon), Hong Kong

 

Prof. LUO Feng,

Professor of Higher Education Research Institute,

Guangzhou University, China

 

 


 

References

 

Mazon, M. (2004). Building alliances: Schools, parents and communities in Hong Kong and Singapore.

            Hong Kong: CERC, University of Hong Kong.

 

Olsen, G. and Fuller, M.L. (2003). Home-School relationships: Working successfully with parents and homes.

            New York: Allyn and Bacon.

 

Articles and books written in Chinese

 

Cheng, K.(1983). Discuss about the special feature of home education. Society, No.5.

 

Chinese Education Society (1967). Study on school system. Taipei: Ching Chung.

 

Chung, C.W. (1998). Lifelong learning and home education. Education Research,No.8.

 

Koo, S.S. (1981). A complete history of education system of China. Kiangsu: Education

Press.

 

Kwok, K.C. (1995). Ancient schools and colleges of China. Beijing: Science &

Technology Press.

 

Lee, T.H. & Tam, F.Y. (Ed.) (1990). Chinese Education History. Sing To: Sze Chuen

Press.

 

Lee, H.T. (2005). Guide and research of Chinese pre-school home  education. Research in

Pre-school Education. No.6.

 

Ma, W.M. & Ko Y.P. (1998). Research in educational sociology. Shanghai: Educational

Press.

 

Mo, L.Y. (Ed.) (1984). Summary of Chinese education history. Beijing: Educational

Science Press.

 

Ng, S.W. (2003). Home-school relationships in Hong Kong: evolving role of parents. New

Horizons in Education, No. 48, pp.12-21.

 

Sze, C.S.(1996).  Basic characteristics of ancient Chinese home education. Fukien United

           Association of Ladies. (Ed.) Overview of Chinese home education. Fukien: Educational Press.

 

Tao, Y.C. (1985). Comparative studies of Chinese education history: ancient period. ChiNam:

           ShangDong Educational Press.