중국에서 가족교육은 부모 또는 기타 연장자가 가족 내에서 자녀에게 진행하는 교육을 가리킨다. 가족교육은 아동의 사회화를 추진하고 아동의 전인적인 발달을 촉진하는데 있어 핵심적인 ...
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https://www.riss.kr/link?id=T16530312
완주 : 우석대학교 일반대학원, 2022
학위논문(박사) -- 우석대학교 일반대학원 , 아동복지학 아동복지 및 유아교육 , 2022. 8
2022
영어
전북특별자치도
ix, 147 ; 26 cm
지도교수: 박경순
I804:45017-200000645480
0
상세조회0
다운로드국문 초록 (Abstract)
중국에서 가족교육은 부모 또는 기타 연장자가 가족 내에서 자녀에게 진행하는 교육을 가리킨다. 가족교육은 아동의 사회화를 추진하고 아동의 전인적인 발달을 촉진하는데 있어 핵심적인 ...
중국에서 가족교육은 부모 또는 기타 연장자가 가족 내에서 자녀에게 진행하는 교육을 가리킨다. 가족교육은 아동의 사회화를 추진하고 아동의 전인적인 발달을 촉진하는데 있어 핵심적인 역할을 한다. 중국은 1978년 개혁개방 이후 사회ㆍ경제ㆍ문화적으로 크게 변화하였다. 이러한 변화 속에서 가족교육은 관념, 내용, 방법 등에 있어 긍정적 진전을 보였지만, 동시에 중대한 도전을 맞이하고 있다: 가족교육이 현대 아동의 전인적 발달이라는 목표와 부조화를 보이고 있는 가운데, 국가 가족교육지원 서비스에 대한 부모(또는 보호자)의 수요가 증가하고 있다.
1980년대 이후 중국은 가족교육 지원서비스 체계의 구축을 위해 노력해 왔고, 그 노력의 결실을 맺었지만 몇 가지 측면에서 문제점을 드러내고 있다. 첫째, 가족교육지원정책의 초점이 취약가정에 치중되어 있다. 둘째, 통합적 접근이 결여되어 있다. 한마디로 중국의 가족교육지원 정책은‘결함 처방’에 맞추어져 있으며, 사후적 개입과 분절화된 특징을 보이고 있다. 그 결과 가족교육지원 욕구와 서비스 간의 불일치가 존재하고 있다.
이러한 배경에서 본 논문은 중국 가족교육정책의 결함처방 지향에 대한 대안으로 발달지향의 가족교육지원 정책을 제시하는 것을 목적으로 한다. 발달지향의 가족교육지원 정책 구축을 위해 본 논문은 다음과 같이 제언한다.
첫째, 중국의 발달지향의 가족교육 지원정책은 부모 또는 보호자의 가족교육 능력 향상과 정책의 포용성 증대를 지향해야 한다.
둘째, 발달지향의 가족교육지원 정책은 정부 관리 아래 다차원적인 지원과, 예방적 개입, 정책간의 조율 등의 원칙을 따라야 한다.
셋째, 정책의 성공적 정착을 위해 정책 관리의 합리화, 서비스 제공의 다양화와 조화, 정책 혁신, 모니터링 및 평가 시스템의 구축, 가족생애주기 맞춤형 가족교육 지원 방안 등에 중점을 두어야 한다.
다국어 초록 (Multilingual Abstract)
In China, family education refers to the education of children by parents or other elders in the family. Family education plays an irreplaceable role in promoting children's socialization and their “whole person” development. Since the Reform and ...
In China, family education refers to the education of children by parents or other elders in the family. Family education plays an irreplaceable role in promoting children's socialization and their “whole person” development. Since the Reform and Opening-up in 1978, significant progress has been achieved in family education on concept, content, method and other related aspects under the combined action of social transformation, family changes and other factors, but also followed by grand challenges showing many inconsistencies with the overall development goals for contemporary children. Chinese parents(other guardians) are in increasing demands for family education support services provided by the state And society.
Since the 1980s. Chinese government has attached increasingly importance to the formulation and implementation of family education support policies in order to promote the establishment of a family education support service system. The family education responsibility mainly undertaken by traditional Chinese family is being released, and gradually reflecting the characteristics of “family-state” cooperation.
Although remarkable progress has been made in family education support policies in China in the past 30 years, there are still some noticeable problems. First, the policies focus on vulnerable families. Second, the lack of integrated approach. The above problems show that there is still a serious mismatch between the supply and Demand of family education support policies in China at the current stage. It's been found in this paper that the key problem lies in the positional deviation family education support policy, that is, the current Chinese family education support policy system is still a “defect remedy” policy with the characteristics of obvious post-intervention and fragmentation.
This paper analyzed the evolution process and characteristics of China's family education support policy, and mainly stated the prominent problems existing in the policy. On this basis, it’s concluded that family education support service system requires the shift of Chinese family education support policy from “defect remedy” to “ability development”, that is, the construction of a development-oriented family education support policy.
Suggestions on the construction of a development-oriented family education support policy in China have been put forward in this paper.
First, the development-oriented family education support policies in China should be guided by improving parents' family education ability and enhancing the inclusiveness of policies.
Second, the policy construction should follow the principles of multi-level support under government management, proactive intervention and coordination of policies.
Third, the government should focus on the policy management mechanism, multiple service principals, innovative researches on policy contents, the investment and monitoring mechanism, and the design of sustainable service projects based on different family life courses to ensure the implementation of policies for the convenience and inclusiveness of development-oriented family education support policies.
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