The epidemic has brought challenges to family education.
In early 2020, affected by the COVID-19 epidemic, primary and secondary school students also ushered in the longest "winter vacation" in their lives. In such a special period, parents not only need to take care of their children's daily life, but also need to do their best for their children's daily education. How to help parents better perform their family education duties has become a hot issue of public concern.
As early as 20 18, the "National Family Education Survey Report (20 18)" jointly issued by China Collaborative Innovation Center for Basic Education Quality Monitoring of Beijing Normal University and other institutions found that the two most serious problems in home-school communication in 3/kloc-0 provinces (autonomous regions and municipalities directly under the Central Government) and 325 districts and counties in China are "Parents think that educating their children is mainly. Among the 1 10000 fourth-grade students and 70000 eighth-grade students surveyed, 22.5% of the fourth-grade students and 2 1.2% of the eighth-grade students think that "parents never or hardly ask what happened in my school or class". This series of data shows that some families are seriously absent from family education, and these parents habitually leave the "responsibility" for students' growth to the school, which may have a negative impact on students' growth.
Bian, director of the Institute of Mental Health and Education of Beijing Normal University, said in an interview with the media: The epidemic has given parents a long time to spend with their children. Many things in this major social event cannot be directly taught to children through textbooks. Parents can take this opportunity to give full play to the function of family education, and dig up relevant materials from the aspects of the cultivation of living habits, self-management ability, gratitude and responsibility education, information screening ability training, life education and career education, so as to gain a more rational life. At the same time, it also provides a rare opportunity for the whole education circle to rethink how to position school education, social education and family education.
A few days ago, many areas in China have achieved zero growth in the number of people diagnosed with "COVID-19", and it is only a matter of time before schools and colleges resume classes. However, just as "SARS" gave birth to the classroom in the air, especially the network infrastructure of primary and secondary schools all over the country has mushroomed; The COVID-19 epidemic forced guardians and family environment to become the decisive factors for students to grow up in these three months or longer. With the coming of the future, "family education" should not recede with the "wave" of COVID-19 epidemic, but should attract great attention from all walks of life, especially policy makers and the whole society, because parents are very important in the process of students' growth.
Family will become the most important place for children's holistic education.
Family education plays an irreplaceable role in children's whole growth process. 1996 the international education commission of the 20th century submitted a landmark report "education: its wealth" to commemorate the 50th anniversary of the founding of UNESCO. The report pointed out: "The family is the first place for all education. In this respect, it is responsible for the connection between emotion and cognition and the teaching of values and norms."
A large number of empirical studies at home and abroad show that the influence of family education on students' development is very important, which is basically the same as or even worse than school education to some extent. For example, Coleman, a professor at Johns Hopkins University in the United States, submitted a report on the Concept of Equal Educational Opportunities to the US Congress on 1966. Through a survey of 4,000 schools and 600,000 children, he came to a conclusion: "There is not much difference between black schools and white schools in terms of school conditions and teachers, which leads to the lower level of cultural education of black students. The higher the grade, the greater the gap between black students and white students." In 20 17, based on the test data of PISA project in 20 15, McKinsey published a report entitled "Asia-Pacific Chapter of Motivation Affecting Students' Achievement". The report deeply analyzes the factors that affect the scientific performance of Asian students in the 20 15 OECD PISA test. The results show that besides the influence of students' individual mentality on their grades, the influence of school factors, family factors and teachers is between 15%- 18%.
The above data show that the quality of family education, the responsibility and ability of parents will directly determine the competitiveness of children in the future development. What's more noteworthy is that all the research and data cited above are obtained under the background that the regular school education system is constantly improving and almost occupies the "main battlefield" for students' growth. With the advent of the era of artificial intelligence, the traditional centralized, large-scale, unified and uniform learning method, with the strong support of network platform, massive open online course technology, flip learning and other technologies, ubiquitous learning has become a trend, and home-based learning is bound to become an important part of student education, and even one of the basic ways to choose. In the era of artificial intelligence, how parents perform their responsibilities may directly determine the "space" for students to grow up.
The role of family education is increasingly prominent.
Today, with the increasingly prominent role of family education, it seems that young parents are not ready to undertake this responsibility, and there are "structural defects" in the mode of parents' participation in students' growth. Meng Mu's "Three Movements", drawing his godson, Tao's mother setting an example, and even the creation of environment emphasized in Montessori's educational theory all illustrate the importance of parents' support for students' growth.
A large number of international empirical studies have proved that both parents' participation in students' learning and their lives can effectively promote students' development. For example, Jaynes used the method of meta-analysis to analyze more than 300,000 students in grade 6- 12 in 52 international studies in recent years, and found that parents' participation had a significant impact on the academic performance, learning motivation and learning interest of primary and secondary school students.
However, in the practice of family education in China, there is a certain degree of "disconnection" between parents, both in overall participation and participation methods.
As early as 2007, Chinese and Japanese scholars jointly conducted a report on the study of fifth-grade students in five major cities in the world, which showed that students in Beijing spent 1, 3 1.6 minutes making up lessons at home after class, while their peers in Tokyo, London, Helsinki and Washington, D.C. spent only 1.6438+0, 74.6638. Moreover, 76.6% of Beijing students mainly study "academic projects" such as English, Olympics and composition, while the top three students in Helsinki, London and Washington, DC are "non-academic" projects such as sports, music and dance.
Coincidentally, in 20 17, the project group of "regional education quality and health examination" of Beijing Normal University investigated the parents' participation patterns of 58,837 fourth-grade families, 48 147 second-grade families and 14652 second-grade families in China. The results show that 24.2%, 43.2% and 62.7% of students in Grade Four, Grade Two and Grade Two respectively said that their parents seldom care about their study and life.
Take the fourth grade of primary school as an example, more parents will participate in activities related to students' study and academic development at school. For example, 63.5% of students said that parents would ask about homework, and 55.7% of parents said they would check homework. In contrast, only 27.7% students said that their parents would accompany them to visit zoos, museums, science and technology museums and other places. In the early stage of children's growth, quite a few parents put most of their energy into checking homework and supervising learning, and regard family education as an extension of school knowledge education, ignoring the accumulation of students' life experience and social learning, as well as the cultivation of curiosity, thirst for knowledge, international vision and humanistic feelings.
Are parents "more concerned about their children's study" or "more concerned about their children's life"? The data analysis of the project team shows that the results of different classes are different. In the primary school stage, the data show that parents' concern about their children's learning is as good as their children's life, which is most conducive to their academic development; In high school, my grades have changed a lot. In daily life, parents accompany their children to participate in social activities, talk about making friends and watch movies. This student group has the best academic performance. In junior high school, whether parents pay attention to students' study or life, whether content or frequency, the promotion of students' academic performance is not obvious.
However, a set of research data of Canadian scholars Dislands and Claudia about 15-year-old children shows that students generally believe that parents' participation is a very "private" activity and should not be too much related to school daily teaching activities: 60% of students hope that their parents can accompany them to read, 86% hope that their parents can make suggestions for their hobbies, 71. In contrast, only 33% students want their parents to participate in his study-related affairs.
Of course, parents' participation is only one aspect of family education. In many aspects, such as the supply of educational resources, the planning of content, the choice of parenting methods, the construction of parent-child relationship, and the establishment of correct examples, the support that most parents can provide for their children at present is still far from the realization of the "whole-person education system with family education as the main body".
Recently, a speech by Chen Genfang, director of the Education Department of Zhejiang Province, mentioned the shortcomings of parents in keeping pace with the times in education. He believes: "The current education targets basically belong to the post-95 s, post-00 s and even post-10/0, and their learning methods and ways, the quality and quantity of knowledge and information have surpassed their predecessors; Where their pain points, itching points, interest points and spit points are distributed is greatly different from the previous generation. We should admit that intergenerational confrontation and conflict have inevitably existed between generations. "
"Change" has just begun.
On 20 16, China Youth Development Center published "Research on the Construction and Promotion Strategy of Family Education Guidance Service System in China" on People's Daily, and analyzed seven major problems existing in China's family education system. One of the important problems is that the relevant guidance and service level of family education institutions is not professional enough to provide parents with educational guidance synchronized with the current era. A study conducted by Esther Ho Sui-Chu, a professor at the Chinese University of Hong Kong, also found that the school education system can provide very limited support for family education, and a good school may not necessarily bring better help to family education.
In view of the lack of systematic support for parents' family education, nine departments, including the All-China Women's Federation and the Ministry of Education, jointly issued the Five-year Plan for Guiding and Promoting Family Education (20 16-2020), which takes "basically building a family education guidance service system that adapts to urban and rural development and meets the needs of parents and children" as one of the important goals.
Around the world, many countries are trying to establish such a family education support system to provide diversified guidance for improving parents' educational ability. For example, the National Standard for Parent/Family Participation in Education Program formulated by the National Parent-Teacher Association of the United States contains six evaluation items. In addition, there is a "Learning Support Assistant" program in the UK, which helps parents accumulate family education experience by recruiting them as teaching assistants. The Family Education Handbook issued by the Japanese Ministry of Education 65438-0999 helps parents to better understand their children and their roles in family education from five aspects: what is family, family education, compassion, personality and ideals, and games. These measures try to provide support for parents to carry out family education from different aspects.
Parents can also choose the appropriate family education model from the typical family school model, interest-oriented family school model, charlotte mason family school model, Montessori model, relaxed/eclectic family education model, Waldorf model and multiple intelligence model from Harvard University to organize their children to carry out related learning activities. For example, charlotte mason, a famous British educator, is known as the founder of "home school" and the "mother of home education". In charlotte mason's Classic of Family Education, she elaborated on the role of parents in children's education, emphasizing "awakening parents' inner educational instinct before implementing education", "strengthening external ties and creating an open family environment for children" and "parents should correctly exercise parental rights".
It is urgent to mobilize a wider range of social forces, promote the integration of "improving family education ability" into the basic public service system, strive for special fund support, and form a family education professional support system linked by the government, families, schools and society through family committees, parents' schools, parents' classes and purchasing services.
The fight against the epidemic is coming to an end, and the "reform" has just begun. In a period of time, the epidemic broke the comfort zone of family education, forcing schools to fade out of education, while family education moved from behind the scenes to the front desk, allowing students to grow into guardians and students' own affairs. Although the responsibility system based on family education during the epidemic was a helpless response, it left a gene for future education. (Liu Jian Liu Jian is the chief expert of China Basic Education Quality Monitoring Collaborative Innovation Center, the president of China Education Innovation Institute of Beijing Normal University, and Liu is a teacher of China Education Innovation Institute of Beijing Normal University.