Family education policy development in China:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Singapore
Springer
2024
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| Ausgabe: | 2024 |
| Schriftenreihe: | Exploring education policy in a globalized world: concepts, contexts, and practices
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | xxii, 189 Seiten 235 mm |
| ISBN: | 9789819757626 |
Internformat
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Datensatz im Suchindex
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Contents 1 The Management Policy of Family Education Organization in China. 1.1 Literature Review and Theoretical Tools . 1.1.1 History of Family Education . 1.1.2 Development Trend of Family Education. 1.2 Policy Text and Implementation Data . 1.2.1 The Family Education Promotion Law of 2022 . 1.2.2 “Guiding Opinions of the Ministry of Education on Strengthening Family Education”. 1.3 Challenges and Problems in Practice . 1.3.1 The Soft Law Nature of the Family Education Promotion . 1.3.2 There is No Clear Provision of the Leading Department, and the Leading Role of the Women’s Federation is Limited. 1.3.3 Insufficient Capital Investment. 1.3.4 Relatively Weak Social Support. 1.3.5 The Target is Too Large Without Specific Operating Rules . 1.4 Countermeasures and Suggestions for Challenges and Problems . 12 1.4.1 Detailed Family Education Guidance Service-Specific Measures and Punishment Consequences
. 1.4.2 It is Necessary to Clearly Define the Organization and Management Department, Specify the Leading Department and Give Disciplinary Power. 14 1 1 1 3 4 4 4 9 9 10 10 11 12 12 xi
Contents xii 1.4.3 To Coordinate Resources and Establish a One-Stop Family Education Guidance Service Center. 16 References . 2 Family Education Resource Allocation Policy in China . Literature Review and Theoretical Tools . 2.1.1 The Theoretical Perspective of Family Education Policy Changes. 18 2.1.2 The Allocation of Material Resources. 2.2 The Challenges and Problems in Practice . 2.2.1 The Changing Population Brings New Challenges and Opportunities to the Allocation of Family Education Resources . 2.2.2 The Complexity and Diversity' of Configuration Objects with Family as the Organizational Unit are Constantly Increasing . 24 2.2.3 Significant Regional Differences Present Challenges to the Efficiency and Fairness of Resource Allocation . 2.2.4 Inconsistencies in the Distribution of Resources . 2.3 Family Education Resources Allocation Policy Countermeasures and Suggestions . 26 2.3.1 Improve the System for Allocating Education Funds and Ensure the Input of Family Education Resources . 26 2.3.2 It
is Necessary to Improve the Supporting Policy Support System and Resource Allocation Guarantee Mechanism After Family Education Legislation. 27 References . 2.1 3 Family Education Guidance Service Policy in China. 3.1Literature Review and Theoretical Tools . 3.1.1 The Necessity of Building a Professional Team of Family EducationGuidance Services. 30 3.1.2 Goals and Purposes of Family Education Legislation. 31 3.1.3 The Task and Path of Family Education Development. 32 3.2 Policy Text and Implementation Data . 3.2.1 The Development of Family Education-Related Policies in the New Era . 33 3.2.2 Implementation Data of Family Education-Related Policies in the New Era . 16 17 17 21 23 23 24 25 27 29 30 33 35
щ Contents Challenges and Problems in Practice . 3.3.1 Lack of Full-Time Staff in the Family Education Guidance Service Team. 37 3.3.2 The Professional Degree of Family Education Guidance Service Personnel is Low . 37 3.3.3 Standardization Level of Family Education Guidance Service Teams is Low . 3.4 Propose Countermeasures and Suggestions. 3.4.1 Improve the Family Education Guidance Service System . 38 3.4.2 Strengthen the Publicity of Family Education Guidance Service . 3.4.3 Improve the Content of Family Education Guidance Services . 39 3.4.4 Train Family Education Guidance Service Experts. 3.4.5 Formulate a Family Education Guidance Service Program. 43 References . 36 3.3 4 The Educational Policy on the Parent-School Cooperation in China. 4.1 Literature Review and Theoretical Tools . 4.1.1 Family Education Plays a Vital Role in the Education System . 4.1.2 The Current Studies .
4.2 Challenges and Problems in Practice . 4.2.1 The Policy Text is Relatively Concise, and the Allocation of Policy Instruments is Disparate . 47 4.2.2 In Terms of Institutional Guarantee, Command Tools are the Most Prevalent. 4.2.3 In Terms of Material Security, Incentive Tools are Ineffective . 49 4.3 Countermeasures and Suggestions for Challenges and Problems . 4.3.1 Enhance the Matching of Policy Tools for the Construction and Development of Parent Schools . 49 4.3.2 Optimize the Structure of Policy Tools for the Construction and Development of Parent Schools . 50 4.3.3 Strengthen the Supply of Policy Tools for the Construction and Development of Parent Schools . 51 38 38 39 42 44 45 45 45 46 47 48 49
Contents XIV It is Important to Utilize the Resulting Force of Policy Instruments and Implement Dynamic Adjustments . References . 4.3.4 5 6 School Support-Based Family Education Policy Development in China. 55 5.1 Literature Review and Theoretical Tools . 5.1.1 The Connotation of Family Education . 5.1.2 Social Support Theory. 5.1.3 Family Education Social SupportSystem. 5.2 Policy Text and Implementation Data . 5.2.1 School Education . 5.2.2 Responsibilities and Obligations in Family Education . 5.3 Challenges and Problems in Practice . 5.3.1 The Communication Content of School Education Supporting Family Education is Relatively Single . 5.3.2 The Specialization of School Education in Supporting Family Education Needs to Be Improved . 5.3.3 The Way of School Education Supporting Family Education is Not Flexible and Diversified Enough . 5.4 The Countermeasure and
the Suggestions . 5.4.1 Attach Importance to the Cultural Construction of Family Traditions and Family Teachings . 5.4.2 Enrich the Contents and Methods of School Education to Support Family Education . 5.4.3 Consolidate the Achievements of School Education in Supporting Family Education . 5.4.4 Promote the Professional Development of Teachers’ Family Education. 5.4.5 From School Support Family Education to Home-School Collaborative Education . References . Community Support-Based Family Education Policy Development in China . 6.1 Literature Review and Theoretical Tools of Community Support Family Education . 68 6.1.1 Relevant Research Status Domestic and Abroad . 6.1.2 There are Some Contradictions Between Community Development and Social Development in China. 52 53 55 56 57 57 58 58 59 60 61 61 62 62 63 63 64 65 65 66 67 68 69
Contents Theoretical Tools. 6.2.1 Social Support Theory. 6.2.2 The Theory of Energy Enhancement. 6.2.3 Learning Organization Theory . 6.3 Policy Text and Implementation Data . 6.3.1 Institutional Guarantee . 6.3.2 Capital Investment . 6.3.3 Environment Creation . 6.3.4 Form of Activities . 6.3.5 Special Family Support . 6.4 The Status and Existing Problems of Community Support Family Education . 6.4.1 The Community Has a One-Sided Understanding of the Needs of Family Education . 6.4.2 Policies and Institutions are Insufficient to Guarantee Community Support. 6.4.3 The Operating Mechanism of Community Support for Family Education is Not Perfect . 6.4.4 The Mining and Integration of Community Family Education Resources are Insufficient. 6.5 The Community Support Family Education Optimization
Strategy. 6.5.1 Update the Concept of Family Education in the Community. 6.5.2 Effective Development and Use of Community Resources . 6.5.3 Improving Community Guidance Services. 6.5.4 Attach Importance to the Construction of Community Family Culture . References . 6.2 7 Family Education Monitoring and Evaluation Policy Development in China . 7.1 Literature Review and Theoretical Tools . 7.1.1 Family Education and Monitoring and Evaluation of Family Education. 7.1.2 The Goal of Family Education . 7.2 Theoretical Tools. 7.2.1 “Context-Input-Process-Result” Theory . 7.2.2 From Intersubjectivity Theory to Intersubjectivity Family Education . 7.3 Policy Text and Implementation Data . 7.3.1 Family Education Policy and Related Laws. 7.3.2 Monitoring Data: Supervision and Evaluation of Family
Education Guidance Service. 91 XV 69 69 70 70 71 72 73 73 74 75 76 76 77 78 79 79 80 81 82 83 85 87 87 87 88 89 89 89 90 90
Contents xvi 7.4 Challenges and Problems in Practice . 7.4.1 Problems in Family Education Policy . 7.4.2 Problems in the Monitoring and Evaluation System of Family Education. 94 7.5 Countermeasures and Suggestions for Challenges and Problems . 95 7.5.1 Supplement the Contents of Targeted Policies and Improve the Supporting Policy Support System After the Legislation on Family Education. 7.5.2 Improve the Supervision and Evaluation Mechanism and Promote the Effective Implementation of Family Education Policies . 95 7.5.3 All Departments Work Together to Ensure the Effective Implementation of Family Education Policies . 96 7.5.4 To Coordinate Resources and Establish Family Education Guidance Service Centers . 97 7.5.5 Pay Attention to Special Family Education Support and Establish a Fair Family Education Policy System. 97 References . 8 Family Education Responsibility Sharing Policy Development in China. 101 8.1 The Concept of Family Education . 8.1.1 The Concept of Family Education Responsibility. 8.1.2 The Concept of Family
Education . 8.2 Theoretical Basis. 8.2.1 Legal Basis . 8.2.2 Research Status at Home and Abroad . 8.3 The Present Situation and Countermeasures of Government Participation in Family Education. 8.3.1 The Chinese Government’s Involvement in the Process of Family Education Is Insufficient. 8.3.2 The Boundary Between Government and Family ResponsibilitiesIs Unclear . Ill 8.3.3 Government Regulatory Departments Are Not Unified. Ill 8.3.4 Insufficient Special Financial Investment . 8.4 Suggestions . 8.4.1 Improve the Responsibility Management System to Ensure the Implementation of Government Responsibilities . 114 8.4.2 Improve the Government Department System of Family Education. 114 93 93 95 98 101 101 102 103 103 104 110 110 112 113
Contents xvii Accelerate the Legislative Process and Improve Relevant Laws and Regulations . 8-4.4 Innovate Social Governance and Create a Harmonious Atmosphere . 115 8.4.5 Strengthen Financial Security to Support the Development of Family Education . References . 8.4.3 9 115 116 117 The Basic Principle of Family Education and Discipline Construction Policy in China . 119 9.1 Basic Principles of Family Education . 119 9.1.1 The Essence of Family Education . 120 9.1.2 The Foundation of Nurturing Children’s Sound Personality . 121 9.2 The Main Challenge of Promoting the Discipline Construction of Family Education . 123 9.2.1 The Discipline Independence of Family Education Is Relatively Weak . 123 9.2.2 The Scientific Research Methods of Family Education Are Obviously Insufficient. 124 9.2.3 Lack of Professional Personnel and Teachers . 124 9.2.4 Family Education Is Difficult to Integrate into Higher Education . 125 9.2.5 There Are Problems in the Curriculum Setting of Family Education in Colleges and Universities. 126 9.3 The Main Ways to Promote the Construction of Family Education Disciplines
. 127 9.3.1 Construct the Concept and Theoretical System of Family Education. 127 9.3.2 Use Scientific Research Methods. 128 9.3.3 Strengthen the Policy Research of the Discipline Construction of Family Education. 129 9.3.4 Establish a Sound Supervision and Guarantee Mechanism . 130 References . 131 10 The Historical Development and Innovation Mechanism of Chinese Family Education . Ю.1 History of Family Education Development in China . 10.1.1 The Formation and Initial Development Period of Family Education (Pre-Qin Period) . 134 10.1.2 The Formation and Development Period of Family Education (Qin and Han Dynasties) . 134 10.1.3 The Mature Period of Family Education (Jin-Sui and Tang Dynasties). 134 133 133
Contents xviii The Prosperity and Heyday of Family Education (Before the Opium Wars of Song, Yuan and Ming, and Qing Dynasties) . 135 10.1.5 The Transition and Reform Period of Family Education (from the Opium War to the Founding of New China) . 135 10.2 Family Education Policies and Regulations (the Legalization and Standardization Period of Family Education) . 10.2.1 1949-1978: Initial Exploration Stage . 10.2.2 1979-2009: The Gradual Formation Stage. 10.2.3 From 2010 to Now: Upgrading and Development Stage . 139 10.3 The Main Challenge of Promoting the Scientific Development of Family Education . 144 10.3.1 The Problems of Parents Themselves . 10.3.2 Family Education “Schoolization” Tendency Is Serious. 10.3.3 Family Education Lacks Scientific Theoretical Guidance . 147 10.4 The Main Ways to Promote the Scientific Development of Family Education . 147 10.4.1 Establish a School for Parents . 10.4.2 Promote Professional Research on Family Education
. 149 10.4.3 Establish Family Education Consulting Service Institutions . 149 10.4.4 Extensively Carry Out Family Education Activities Popular with the Masses . 149 10.5 Summary . References . 10.1.4 11 The Fairness of Family Education: Challenges and Strategies . 11.1 Introduction . 11.1.1 Connotation of Equity in Chinese Family Education . 154 11.1.2 Policy and Sociocultural Implications. 11.2 The Main Experience of Equitable Development of Family Education in China . 156 11.2.1 Family Education Equity. 11.2.2 The Exploration of Educational Equity After the Founding of New China . 11.2.3 The Characteristics of Family Education Equity in the New Era . 159 136 136 137 145 146 148 150 151 153 153 156 156 158
Contents Major Challenges in Promoting Equitable Family Education . 11.3.1 Challenges Brought by Economic and Regional Differences . 161 11.3.2 The Influence of Internal Factors of Social Culture and Education System . 161 11.3.3 “Double Reduction” Challenges to the Fairness of Family Education. 162 11.4 The Main Path to Promote Equitable Development of Family Education in China . 164 11.4.1 Improve the Ability of Family Education and Teaching for Families with Difficulties . 11.4.2 Increase Investment in Education, Optimize Resource Allocation, and Comprehensively Reform the Education Evaluation System . 11.4.3 Give Full Play to the Role of Extracurricular Activities Organized by Schools to Make up for the Lack of Family Education in Families with Difficulties . 165 11.4.4 Improve the Ability of Students and Parents to Control Their Free Time Consciously and Enhance Their Intrinsic Interest in Learning. 11.4.5 To Influence Family Customs with Good School Customs and ChangePeople’s Customs . References . 11.3 12 xix 160 164 164 166 167 167 Integrating Family Education into Teachers’ Pre-service Education and Post-service Training . 169
12.1 Introduction . 170 12.1.1 The Connotation of Teachers’ Family Education Quality . 171 12.1.2 Connotation and Manifestation of Teachers’ Family Accomplishment . 173 12.2 The Current Situation of Integrating Family Education Content into Teachers’ Pre-service Education and Post-service Training. 176 12.2.1 Discussion on the Value of Integrating Teacher Pre-service Education and Post-service Training into Family Education . 176 12.2.2 Family Education for Teachers’ Pre-service Education and Post-service Training. 178 12.2.3 The Main Challenges of Integrating Family Education Content into Teacher Pre-service Education and Post-service Training. 180 12.2.4 Lack of Standardization of Teachers’ Professional Knowledge of Family Education . 182
Contents XX 12.2.5 To Carry Out Family Education, Pre-service Teachers Lack Practice, In-Service Teachers Lack of Time . 183 12.2.6 The Diversified Subjects of Teacher and Family Education Have Dispersed Responsibilities and Single Policy Tools. 12.2.7 The Policy Adjustment Path of Integrating Family Education Content into Teachers’ Pre-service Education and Post-service Training. 185 12.2.8 Establish a Digital Standard Operating System and Evaluation System for Teacher and Family Education . 187 References . 184 189 |
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| title | Family education policy development in China |
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