改革开放40年来中国家庭教育概念厘定的四次重要变化  

The Four Critical Changes in the Clarification to the Concept of Family Education in the Past Forty Years since the Reform and Opening-up

作　　者：陈建翔[1] 马婷[2] CHEN Jian-xiang;MA Ting(Faculty of Education,Beijing Normal University;T.he United School of Middle School Affiliated to Renmin University of China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]中国人民大学附中联合学校,北京100018

出　　处：《教育理论与实践》2020年第1期13-17,共5页Theory and Practice of Education

摘　　要：改革开放40年来,随着社会变迁,我国家庭教育研究在概念理解和表述上发生了四次重要变化,其周期律大致为每十年经历一次大的变化,粗略可以概括为:第一个十年为众口一词的"单向度的家庭教育概念";第二个十年占据相对主导地位的是"多向度交互性的家庭教育概念";第三个十年普遍认同的是"人与环境共同作用的家庭教育概念";第四个十年则形成了"时空交融影响的家庭教育概念"。总趋势是:内涵日益深入,外延不断拓展。家庭教育概念嬗变的"准周期律",体现了家庭教育理论与实践的变化节律与社会变迁主题变奏的某种同步性。In the past forty years since the reform and opening-up,along with the social changes,four major changes have taken place in the understanding and expression of the concept of family education in China. Roughly speaking,big changes emerge every 10 years. It can be roughly summarized as follows: In the first ten years,the concept was "one-dimensional"that was highly identified by the absolute majority;In the second decade,the dominant understanding turned to "multi-dimensional and interactive";In the third decade,it was generally recognized as"the co-work between human and environment";while in the fourth decade,the concept of family education became"time-space-entangled". The general trend is that the connotation and the extension of the concept keep deepening and extending continuously. The"quasi-periodic law"of the evolution of the concept of family education reflects the changing rhythm of the theory and practice of family education,and synchronicity with the variation of the theme of the social transition.

关 键 词：改革开放40年 中国家庭教育概念 单向度 多向度 人与环境融合 时空交融影响 家庭教育概念 

分 类 号：G78[文化科学—教育学]