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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/30685

    Title: 現代日本における家庭教育の一考察 : 家庭教育の位置づけとその推進策
    Other Titles: 現代日本家庭教育之考察 : 家庭教育之定位與推進策
    Consideration for the present Japanese family education : orientation toward family education and that promotional plan
    Authors: 謝佩青;Hsieh, Pei-ching
    Contributors: 淡江大學日本研究所碩士班
    闕百華;Chueh, Pai-hua
    Keywords: 家庭教育;家人的功能;家庭的教育力低下;家庭教育政策;the family education;the family's function;deterioration of the family education strength;policy of the family education;家庭教育;家族機能;家庭の教育力の低下;家庭教育施策
    Date: 2007
    Issue Date: 2010-01-10 23:52:53 (UTC+8)
    Abstract: 家庭教育是兒童一生之中,對其人格的形成最有影響力的教育。那並不是單方面進行的,而是多方面在家人之間相互影響的教育。祖父母傳授給兒童的父母親有關育兒的知識。而父母親則因養護、教育兒童達成其角色之任務。再者,兒童於兄弟姐妹之間,也有相互影響達到身心發展的教育力。因此,才能夠達成圓滿的家庭教育。
    但是,在第二次世界大戰之後,特別是1960年代以後,由於高度經濟成長政策,促使產業化、都市化的進行,社會整體構造因而產生極大的變化,家庭更是受到直接的衝擊與影響。 因此,以家庭構造型態做為代表,家人角色的功能等等也逐漸產生改變。特別是小家庭化以及少子化的現象,對兒童的生活與教育帶來了極大的影響。 由於社會化推進者的減少等等原因的關係,使兒童的教育與成長置於期望的狀況之外。再者,因為憲法及民法的改正,個人主義逐漸為人所強調的同時,有關家庭教育之意識也產生了變化。 不只如此,家人角色的功能也漸漸委任外部社會而被取代。
    在這樣的社會狀況之中,存在著無法對應家庭危機事態的父母親,也有以錯誤的養育態度進行兒童之教育的父母親。再者,由於學歷主義及能力主義的滲透,兒童豈只無法在社會中體驗生活,在家庭中也受到學歷競爭的壓力。父母親對於兒童的成長與教育,將學歷放在第一位,反而將其人際關係能力等等的養成放在第二位。 因此,家庭問題可說是因種種錯綜複雜的要因而形成的。
    近年來,雖然日本家庭的教育力低下的問題屢屢被指出,但是這也是家庭教育逐漸受到世人關心之開端的證明。 即使如此,家庭教育卻不是能夠在短時日之內回復的。那麼,如何由此危機中解救家庭教育呢?在現代社會中,如何重新看待家庭教育之意義與作用呢?日本政府又是如何定位其家庭教育?再者,父母親們對於家庭教育有怎樣的期待?日本政府對應此期待提出怎樣的政策呢?其能夠因應現代家庭,特別是小家庭的需求嗎?筆者就以上之問題與以探究、查明。
    The family education is the children in all one''s life, the most powerful education of forming of its personality. That is not carried on unilaterally, but the education that influenced each other among family in many aspects. Grand parents giving children''s parents knowledge about how to educate their children. Parents maintain, educate the task that children reach their roles. Moreover, children are between siblings, the education strength which reaches physical and psychological development that influence each other too. Consequently, it will satisfied family education.
    However, after World War II, especially 1960 later, because the policy that high economy grows up, impel the going on of the industrialization, urbanization, it produces the great change that the society constructs wholly, the family is impacted by directness on and influence especially. There-
    fore, regarding family''s constructing type, the roles of family''s function, which are produced and changed gradually too. Especially the phenomena of nuclear family and dwindling birthrate have brought great influence on children''s life and education. Because of the reduction of propeller who socializing children ,which affects the education and the quality of environment for these children. Moreover, because of the adjustment of the constitution and civil law, while individualism is emphasized gradually, have produced the change about the consciousness of the family education. Not only this, also appointed the outside society gradually but replaced in the roles of family''s function.
    In such social society, there are some parents are unable to corresponding family’s disaster, and also there are few parents who are carrying inequality education attitude treating their children too. Moreover, because of the infiltration of the diplomaism and ability doctrine, children are only unable to observe and learn from real life in the society, which they are receiving the pressure of diplomaism too in the family. Parents always caring growth and education for their children usually place academic credentials above the other things, rather then the interpersonal ability instead. Therefore,the family problem can be regarded as because all sorts of things involved ones will come together.
    In recent years, though the problem that the education strength of the Japanese family has pointed out repeatedly, this is proved by the beginning, which common people gradually care about family education. Even though, family education can’t be apply within short time. Then, how about to save the family education in the crisis? In the modern society, how to think about the meaning and function of the family education again? How does the Japanese government orient its family education? Moreover, what kind of expectation do parents have about family education? What kind of policy corresponding propose in Japanese government? It can be apply in the modern family, especially the demand of the nuclear family? I investigate interested in finding out on the above question.
    Appears in Collections:[日本研究所] 學位論文

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