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作 者:索磊[1] 李晓佩 SUO Lei;LI Xiaopei
机构地区:[1]闽南师范大学教育与心理学院,漳州363000
出 处:《中华家教》2025年第1期13-23,共11页The Family Education Of China
基 金:教育部人文社会科学研究规划基金项目“家庭生活教育的国际比较与本土实现路径研究”(20YJA880047);福建省社会科学基金项目“以‘家为社会田野’的家庭成长教育服务体系建构行动研究”(FJ2021X005)的阶段性研究成果。
摘 要:家庭政策影响着家庭生活教育的实施与成效。根据高蒂尔提出的家庭政策分类学,本文分别选取了不干预主义政策模式的罗马尼亚、亲传统政策模式的匈牙利、亲生育政策模式的法国和支持平等主义政策模式的挪威,分析在差异性较强的家庭政策模式下,各国家庭生活教育的共性与差异。四个国家的家庭生活教育特色分别为:罗马尼亚依托国际组织开展家庭生活教育;匈牙利注重立法支持家庭生活教育;法国依托育儿支持战略推进家庭生活教育;挪威则是通过完善的家庭和儿童福利保障家庭生活教育。基于对比分析结果,得出推进与完善我国家庭教育理论与实践的三点启示:完善促进家庭教育的配套政策体系,建立家庭教育公共服务供给体系,提升家庭教育指导的专业性。Family policies significantly influence the implementation and effectiveness of family life education.Drawing upon Gauthier's typology of family policies,this article examines Romania,which follows a non-interventionist policy model;Hungary,which adopts a pro-traditional policy model;France,which embraces a pro-fertility policy model;and Norway,which implements a pro-equality policy model.The analysis reveals both commonalities and differences in family life education across these distinctly different family policy frameworks.The characteristics of family life education in the four countries are as follows:Romania relies on international organizations to facilitate family life education;Hungary places a strong emphasis on legislative support for family life education;France advances family life education through childcare support strategies;and Norway implements family life education through a comprehensive welfare system designed for families and children.Based on the findings of this comparative analysis,three recommendations are proposed to enhance and improve family education theory and practice in China:first,to refine the supportive policy framework that fosters family education;second,to establish a developmental service system for family life education;and third,to enhance the professionalism of family guidance.
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