有關(guān)學(xué)前兒童的家庭教育現(xiàn)狀及策略的中英文對(duì)照

有關(guān)學(xué)前兒童的家庭教育現(xiàn)狀及策略的中英文對(duì)照FamilyeducationpresentsituationandstrategyofpreschoolchildreninChineseandEnglish本文主要從心理健康角度來探討分析學(xué)前兒童家庭教育的幾個(gè)層面。分別從學(xué)前兒童家庭教育的現(xiàn)狀、特點(diǎn)、須知、影響以及掌握一定的家庭教育理念來展開。相信掌握一定的家庭教育理念，成長(zhǎng)了孩子，也成長(zhǎng)了家長(zhǎng)。Thispapermainlyfromtheperspectiveofpsychologicalhealthtodiscussseveralaspectsofpreschoolchildren'sfamilyeducation.Fromthepresentsituation,thefamilyeducationofpreschoolchildren,notes,andtheinfluenceofthecharacteristicsofmastercertainfamilyeducationideatostart.Believethatmastertheconceptoffamilyeducation,growingchildren,parentsalsogrow.關(guān)鍵詞：家庭教育；學(xué)前兒童；成長(zhǎng)文：童話中的美好Keywords:familyeducation;preschoolchildren;Growth:inthefairytalebeautiful目前，多數(shù)家庭教育專家認(rèn)為，家庭教育有狹義和廣義之分。廣義的家庭教育是家庭成員之間相互實(shí)施的一種教育；狹義的家庭教育，指在家庭生活中，由家長(zhǎng)即家庭里的長(zhǎng)者（主要是父母）對(duì)子女及其他年幼者實(shí)施的教育和影響。家庭教育作為家庭、學(xué)校、社會(huì)教育之一，有其他兩種教育不可替代的作用和意義。家庭教育在注重孩子身體健康的同時(shí)，也要關(guān)注他們的心理健康，并促進(jìn)其社會(huì)適應(yīng)。教育往往是互動(dòng)的，在教育孩子的同時(shí)也成長(zhǎng)了家長(zhǎng)，即家庭教育是家長(zhǎng)和孩子的共同成長(zhǎng)。學(xué)前兒童是一個(gè)特殊的群體，如果說3歲前我們更多關(guān)注了孩子的身體健康，那么3歲后依據(jù)學(xué)前兒童心理發(fā)展的特點(diǎn)，他們還需要心理健康和社會(huì)適應(yīng)。讓我們關(guān)注孩子，了解學(xué)前兒童的一些現(xiàn)狀和特點(diǎn)，從知道他們的心理發(fā)展特點(diǎn)開始，關(guān)注影響心理健康的因素，關(guān)注家庭教育會(huì)有何種影響，掌握一定的家庭教育理念。Atpresent,mostofthefamilyeducationexpertsthink,familyeducationisabroadandnarrowpoints.Generalizedfamilyeducationisakindofeducationareimplementedbetweenmembersofthefamily;familyeducationinthenarrowsense,referstothefamilylife,theparents,thefamilyoftheelderly(mainlyparents)ofchildrenandotheryoungpeople'seducationandinfluence.Familyeducationasoneofthefamily,school,socialeducation,roleandsignificancecannotsubstituteforothertwokindsofeducation.Familyeducationonchildhealthatthesametime,alsowanttopayattentiontotheirmentalhealth,andtopromotetheirsocialadaptation.Educationisofteninteractive,intheeducationofchildrenalsogrowparents,familyeducationisthecommongrowthofparentsandchildren.Pre-schoolchildrenareaspecialgroup,if3yearsagowepaymoreattentiontothehealthofthechildren,thenaftertheageof3,accordingtothecharacteristicsofchildren'spsychologydevelopment,theyalsoneedpsychologicalhealthandsocialadaptation.Letuspayattentiontothechild,understandthestatusquoandsomecharacteristicsofpreschoolchildren,knowfromthestartoftheirpsychologicaldevelopmentcharacteristics,payattentiontothefactorsinfluencingthementalhealth,focusonthefamilyeducationwillhavewhatkindofinfluence,mustgrasptheconceptoffamilyeducation.一、學(xué)前兒童的家庭教育現(xiàn)狀Currentsituationoffamilyeducation,preschoolchildren（一）家庭教育誤區(qū)(a)mistakesinfamilyeducation目前學(xué)期兒童家庭教育的現(xiàn)狀主要有以下幾個(gè)方面誤區(qū)：Currentstatusoftermchildrenfamilyeducationmainlyhasthefollowingseveralaspectsofmisunderstanding:1、兒童觀落后1,childrenbehind。如許多父母對(duì)孩子的身心發(fā)展缺乏了解、教育科學(xué)知識(shí)不足、孩子是附屬品、個(gè)人愿望強(qiáng)加于孩子、天才教育大力宣傳，而出現(xiàn)拔苗助長(zhǎng)現(xiàn)象。.Likemanyparentslackofunderstanding,tothechild'sphysicalandmentaldevelopmentofeducationscienceknowledge,childrenareaccessories,personalaspirationsonchildren,giftededucationpropaganda,andtheemergenceofthephenomenonofspoilthingsbyexcessiveenthusiasm.2、教育目標(biāo)失衡。如家長(zhǎng)過高的文化期望、職業(yè)期望、心理預(yù)期；重智力第一，加上早期教育思潮，忽視兒童心理發(fā)展過程，入校后厭學(xué)、逃學(xué)現(xiàn)象時(shí)有發(fā)生；輕能力，認(rèn)為孩子太小啥也不懂，生活自理能力差；重身體，一味滿足吃穿；輕心理健康，這么小，認(rèn)為他們不需要或漠視忽略了。Imbalanceof2,educationgoal.Iftheculturalexpectations,longhighoccupationexpectation,psychologicalexpectations;heavyintelligencefirst,andearlyeducation,neglectofchildren'spsychologicaldevelopmentprocess,afterenteringtheschoolweariness,truancyphenomenonoccur;lightability,thoughtthatthechildistoosmall,whatalsodonotunderstand,poorself-careability;heavybody,justmeetthefoodandclothing;lightmentalhealth,sosmall,thattheydon'twanttoignoreordisregard.3、教育方式不科學(xué)。不恰當(dāng)?shù)慕甜B(yǎng)態(tài)度，如認(rèn)為孩子小或是自己忙，造成教養(yǎng)分離；極端的教育方式，如對(duì)孩子過分親昵、照顧、縱容、包辦、甚至不適當(dāng)?shù)臐M足一切需要，會(huì)影響孩子的心理健康，會(huì)起適得其反作用。3,educationisnotscience.Inappropriateparentingattitudes,suchassmallchildrenortheirownbusy,resultinginrearingseparation;extremewayofeducation,suchasthechildwithtoomuchfamiliarity,care,connivance,arranged,evenwithoutpropermeetsalltheneeds,willaffectthechild'smentalhealth,wouldruncountertoone'sdesirefor.4、與托幼機(jī)構(gòu)教育相脫節(jié)。如家長(zhǎng)讓孩子死記硬背，而老師則支持在游戲中學(xué)習(xí)；父母從自己愿望出發(fā)，讓孩子上各種特長(zhǎng)班，而老師則孩子自由發(fā)展。教育內(nèi)容偏差，導(dǎo)致教育力衰弱。From4,andkindergarteneducation.Parentstoletchildrenlearnbyrote,andteacherstosupportlearningingames;parentsfromtheirowndesire,letallthestudentsandteachersofchildren,childdevelopment.Thecontentofeducationdeviation,leadingeducationasthenia.（二）家庭教育的發(fā)展趨勢(shì)(two)thedevelopmenttrendoffamilyeducation縱觀以上，學(xué)前兒童的家庭教育現(xiàn)狀不容樂觀，教育中存在許多需要解決的問題。同時(shí)也要看到隨著社會(huì)政治經(jīng)濟(jì)急劇變革，家庭結(jié)構(gòu)、父母價(jià)值觀等發(fā)生了明顯變化，也出現(xiàn)了新的發(fā)展趨勢(shì)：Fromtheabove,thestatusquooffamilyeducationofpreschoolchildrenisnotoptimistic,manyproblemsneedtobesolvedineducation.Alsoshouldseeatthesametimewiththerapidsocialandpoliticalandeconomicreform,familystructure,parentsvalueschangedsignificantly,andtheemergenceofanewtrend:1、大教育觀——由狹義的家庭教育向廣義的家庭教育發(fā)展。以往人們把家庭教育單純的理解為關(guān)心孩子的學(xué)習(xí)，現(xiàn)在更多的家庭關(guān)注孩子學(xué)會(huì)學(xué)習(xí)、學(xué)會(huì)生活、學(xué)會(huì)交往等，注重孩子非智力因素的培養(yǎng)；從單向的家長(zhǎng)向孩子實(shí)施教育走向雙向的家長(zhǎng)和孩子相互教育；關(guān)注家庭結(jié)構(gòu)、父母婚姻關(guān)系、家庭人際關(guān)系等家庭生態(tài)因素對(duì)孩子成長(zhǎng)帶來的潛在影響；從社會(huì)學(xué)、倫理學(xué)、心理學(xué)、生態(tài)學(xué)等多種角度來考察兒童家庭教育等等，學(xué)前兒童的家庭教育逐漸豐富起來。1,theeducation--fromthenarrowfamilyeducationtothedevelopmentofgeneralizedfamilyeducation.Peopleinthepasttofamilyeducationsimplyunderstoodasconcernedabouttheirchildren'slearning,nowthefamilyconcernchildrenlearntolearnmore,learntolive,learningexchanges,payattentiontocultivatechildren'snon-intelligencefactor;theimplementationofeducationtothetwo-waymutualeducationforparentsandchildrentotheparentstotheirchildren;thepotentialimpactonfamilystructure,parents'maritalrelationship,familyrelationship,familyecologicalfactorsonthegrowthofchildren;manyfromtheperspectiveofsociology,ethics,psychology,ecologyandsoonchildren'sfamilyeducation,familyeducationofpreschoolchildrenisgraduallyenriched.2、重視對(duì)家庭教育的主要實(shí)施者——家長(zhǎng)的教育。家長(zhǎng)是家庭教育中的關(guān)鍵因素。許多家庭教育工作者呼吁，家庭教育的中心不是研究孩子的教育，而是研究家長(zhǎng)的教育，他們發(fā)現(xiàn)家庭教育的成敗主要取決于家長(zhǎng)。近年來，家長(zhǎng)學(xué)習(xí)的主動(dòng)性和積極性日益提高，家長(zhǎng)學(xué)校的興起、家長(zhǎng)刊物的創(chuàng)辦、家教經(jīng)驗(yàn)的交流等為家長(zhǎng)的學(xué)習(xí)與成長(zhǎng)提高了平臺(tái)。2,payattentiontotheparents--themainimplementationoffamilyeducationineducation.Parentsarekeyfactorsinfamilyeducation.Manyeducatorsarecallingfor,familyeducationcenterisnotthechild'seducation,buttheresearchonparenteducation,theyfoundthatthesuccessorfailureofthefamilyeducationmainlydependsontheparents.Inrecentyears,theinitiativeandenthusiasmoftheparentslearntoriseincreasingly,schoolsforparents,parentsofthefounderofpublications,theriseoftutorexperienceexchangetopromotetheplatformforlearningandgrowthofparents.3、走向?qū)W習(xí)型家庭。建設(shè)學(xué)習(xí)化社會(huì)，是21世紀(jì)人類社會(huì)的主旋律，創(chuàng)建學(xué)習(xí)型家庭是每個(gè)家庭開啟21世紀(jì)大門的鑰匙。學(xué)習(xí)型家庭是一種較理想的家庭教育模式。在學(xué)習(xí)型家庭中，兒童和家長(zhǎng)都可以受到良好的家庭教育。每個(gè)學(xué)期兒童都是家庭的活躍因素，他們與家長(zhǎng)共同學(xué)習(xí)、共同成長(zhǎng)，相互分享，促使家庭持續(xù)地、生態(tài)地發(fā)展。3,tothelearningfamily.Theconstructionoflearningsocietyintwenty-firstCentury,isthemainthemeofhumansociety,thecreationoflearningfamilieseachfamilyisthekeytothedooropenedintwenty-firstCentury.Learningtypefamilyisanidealmodeoffamilyeducation.Inthelearningtypefamily,childrenandparentscanbeagoodfamilyeducation.Eachsemester,childrenareactivefactorsofthefamily,theyandtheirparentslearntogether,growtogether,sharewitheachother,makesthefamilycontinuously,ecologicaldevelopment.二、學(xué)前兒童的家庭教育特點(diǎn)Two,thecharacteristicsofpreschoolchildren'sfamilyeducation學(xué)前兒童家庭教育的特點(diǎn)主要有以下幾點(diǎn)：Thecharacteristicsofpre-schoolchildren'sfamilyeducationmainlyhasthefollowingseveralpoints:1、啟蒙性。教給孩子的東西，必須是他們周圍生活中能接觸到的、具體的、形象的、初步的、淺顯的。1,enlightenment.Teachchildrenthingsaroundthem,mustbeinthelifecancomeintocontactwith,specific,image,preliminary,plain.2、復(fù)雜性。家長(zhǎng)不但要撫養(yǎng)孩子，還要促其德、智體、美、諸方面和諧發(fā)展，注意他們的身體健康，并促其社會(huì)適應(yīng)。2,complexity.Parentsnotonlytochildren,butalsotopromotetheharmoniousdevelopmentoftheirvirtue,wisdom,body,beautifulaspects,payattentiontotheirhealth,andpromotethesocialadaptation.3、親情性。家庭的感染作用，受到父母與子女之間感情親密度的制約，孩子越小感染越大，效果越顯著。3,thefamilyof.Infectionbyfamily,betweenparentsandchildrenintimacyconstraints,thesmallerchildreninfectedwithbigger,moreobviouseffects.4、生活性。由于思維幼兒的直接行動(dòng)性和具體形象性。決定他們是從生活中的父母和家人身上學(xué)習(xí)的，必須關(guān)注自身的形象。4,life.Duetothedirectactionofchildren'sthinkingandspecificimage.Whethertheylearnedfromlife'sparentsandfamily,mustpayattentiontotheirownimage.5、細(xì)致性。大事因小事，家長(zhǎng)應(yīng)給予孩子細(xì)致的照顧和教育，切不可粗心大意。5,detailed.Becauseofsmallthings,parentsshouldgivethechildcareandeducation,mustnotbenegligent.6、權(quán)威性。由于處于學(xué)前期的兒童，需依附與家長(zhǎng)，家長(zhǎng)在家庭中這種獨(dú)特的作用決定崇高威信。6,authority.Becauseinthepre-schoolchildren,needtoadhereandparents,parentsinthefamilyrolethatdeterminestheuniquehighprestige.7、個(gè)性性。每個(gè)人都具有不同的個(gè)性特征，需給予幼兒相適應(yīng)的、有針對(duì)性的教育，即因材施教。7,thepersonalityof.Everyonehasadifferentpersonalitycharacteristics,adapttotheneedtogivechildren,targetededucation,namely,teachstudentsinaccordancewiththeiraptitude.三、學(xué)前兒童的家庭教育須知Three,thefamilyeducationforpreschoolchildren（一）了解學(xué)前兒童的心理發(fā)展特點(diǎn)(a)tounderstandthecharacteristicsofpsychologicaldevelopmentofpreschoolchildren學(xué)前兒童是指三歲至六七歲這一時(shí)期，因?yàn)槭莾和竭M(jìn)入學(xué)校以前的時(shí)期。又因?yàn)檫@是兒童進(jìn)入幼兒園時(shí)期所以又叫幼兒期。主要有以下幾個(gè)特點(diǎn)：Preschoolchildrenreferstothethreeyearstosixorsevenyearsintheperiod,becauseitisthechildrenbeforeofficiallyenteredtheschoolperiod.Andbecausethisisthechildrenintothekindergartenduringthesocalledearlychildhood.Thefollowingmaincharacteristics:1、神經(jīng)系統(tǒng)方面。腦重量的增加，3歲兒童的腦重約1011克，相當(dāng)于成人的75%，7歲兒童的腦重約1280克，基本已接近于成人的腦重量(成人平均為1400克)；大腦皮層結(jié)構(gòu)日趨復(fù)雜化;腦電波隨著年齡的增長(zhǎng)而發(fā)展，5~6歲左右是腦電發(fā)展的第一個(gè)明顯加速時(shí)期；約4歲起由于神經(jīng)系統(tǒng)結(jié)構(gòu)的發(fā)展，內(nèi)抑制開始蓬勃發(fā)展起來；清醒時(shí)間相對(duì)延長(zhǎng)，3歲兒童睡眠時(shí)間為12~13小時(shí)，5~7歲只需11~12小時(shí)。1,thenervoussystem.Increaseinbrainweight,3yearsoldchildren'sbrainweighsabout1011grams,equivalentto75%oftheadult,7yearsoldchildren'sbrainweighsabout1280grams,thebasicareclosetotheadultbrainweight(adultaveraged1400g);cerebralcortexbecomemoreandmorecomplex;brainwavesanddevelopmentalongwiththeagegrowth,5~6yearsoldisthebraindevelopmentofthefirstsignificantaccelerationperiod;aboutattheageof4duetothedevelopmentofthenervoussystemstructure,internalinhibitionflourished;relativelyprolongedrecoverytime,3yearsoldofchildren'ssleeptimeis12~13hours,5~7onlyneeds11~12hours.2、幼兒的游戲方面。游戲是學(xué)前期兒童的主導(dǎo)活動(dòng)，游戲主要有：創(chuàng)造性游戲、教學(xué)游戲和活動(dòng)性游戲。創(chuàng)造性游戲，是由兒童自己想出來的游戲，目的是發(fā)展兒童的主動(dòng)性和創(chuàng)造性；教學(xué)游戲是結(jié)合一定的教育目的而編制的游戲；活動(dòng)性游戲是發(fā)展兒童體力的一種游戲，如爬、跳等。2,children'sgames.Gamesaretheleadingactivitiesforpre-schoolchildren,gamesare:creativegames,gamesandactivitiesofthegameteaching.Creativegame,camefromthechildren'sowngame,theaimistodevelopthechildren'sinitiativeandcreativity;teachingthegameisacombinationoftheeducationgoalandthepreparationofthegame;theactivityofthegameisagamedevelopmentofchildren'sphysical,suchasclimbing,jumping.3、言語的發(fā)展方面。幼兒期是一種一生中詞匯數(shù)量增加最快的時(shí)期，其3~4歲詞匯數(shù)量的年增長(zhǎng)率最快，隨著年齡的增長(zhǎng)不斷，詞匯內(nèi)容豐富和深化，詞類范圍先掌握實(shí)詞后掌握虛詞，積極詞匯較嬰兒期大大增長(zhǎng)；語法的掌握從簡(jiǎn)單句到復(fù)合句、從陳述句到多種形式的句子、從無修飾句到修飾句。3,thedevelopmentofspeech.Childhoodisalifetimeofvocabularyquantityincreasedthefastestperiodof3~4years,thewordnumberofannualgrowthrateofthefastest,alongwiththeagegrowthcontinuously,lexicalcontent,enrichanddeepenthescopeofpartsofspeech,wordafterthefirstmastermasterwords,activevocabularyisinfancyisgreatlyincreased;languagemethodfromsimplesentencestomasteracomplexsentence,fromthestatementtovariousformsofsentence,nomodificationofthesentencetothemodificationofthesentence.4、認(rèn)知的發(fā)展方面。隨著言語的發(fā)展，記憶在不斷的發(fā)展，與嬰兒期相比，幼兒的信息儲(chǔ)存容量相對(duì)增長(zhǎng)，對(duì)信息的接受和編碼也在不斷的改進(jìn)，記憶的策略和元記憶初步形成；思維的抽象邏輯性開始萌芽，言語在幼兒思維中的作用日益增強(qiáng)，最初實(shí)物、數(shù)和類的掌握，抽象邏輯思維的初步發(fā)展。4,cognitivedevelopment.Withthedevelopmentofspeech,memoryintheunceasingdevelopment,comparedwithinfants,children'sinformationstoragecapacityrelativegrowth,acceptandencodingofinformationisalsoinconstantimprovement,strategiesofmemoryandmetamemoryispreliminaryform;abstractlogicalthinkingbegantosprout,verbalthinkinginyoungchildrenintheroleofincreasing,theinitialreal,numberandtypeofthemaster,thepreliminarydevelopmentofabstractlogicalthinking.5、個(gè)性的初步形成和社會(huì)性發(fā)展方面。個(gè)性的初步形成是從幼兒期開始，社會(huì)性也有了進(jìn)一步的發(fā)展。Initiallyformed5,personalityandsocialdevelopment.Theinitialformationofpersonalityisstartfromearlychildhood,socialalsohadfurtherdevelopment.此中自尊感穩(wěn)定與學(xué)年初期，應(yīng)著重培養(yǎng)。自我意識(shí)發(fā)展總趨勢(shì)是，隨著年齡的增長(zhǎng)而增長(zhǎng)，思維發(fā)展成為兒童社會(huì)化的核心內(nèi)容，傾犯行為和社會(huì)行為最早出現(xiàn)在此期，在兒童社會(huì)化的過程中，由于社會(huì)的要求，兒童逐步學(xué)會(huì)控制侵犯行為和發(fā)展親社會(huì)行為的同伴關(guān)系，并促進(jìn)其社會(huì)性發(fā)展。Inthissenseofself-esteemandacademicyearinitialstability,weshouldfocusonthetrainingof.Thegeneraltrendisthedevelopmentofself-consciousness,andincreasedwithage,thedevelopmentofthinkingasthecorecontentofchildren'ssocialization,tiltcriminalbehaviorandsocialbehaviorfirstappearedinthisperiod,inthesocializationofchildren,asthesocialrequirements,andgraduallylearntocontrolaggressionandthedevelopmentofchildren'sprosocialbehaviorpeerrelationship,andtopromotethesocialdevelopment.學(xué)前兒童心理發(fā)展的特點(diǎn)總概括為：第一，游戲是學(xué)前期兒童的主導(dǎo)活動(dòng)，是促進(jìn)幼兒心理發(fā)展的主要形式；第二，腦重量已接近成人水平；第三，是口頭言語熟練掌握的關(guān)鍵時(shí)期；第四，認(rèn)知是兒童發(fā)展的中心課題；第五，同伴關(guān)系尤在個(gè)性和社會(huì)性發(fā)展過程中起著成人無法取代的獨(dú)特作用；第六，品德發(fā)展成為兒童社會(huì)化的核心內(nèi)容；第七，自尊感穩(wěn)定于學(xué)前期。Characteristicsofthedevelopmentofpre-schoolchildren'spsychologicalgeneralsummarizedasfollows:first,thegameisthedominantactivityofpre-schoolchildren,isthemainformtopromotechildren'spsychologicaldevelopment;second,brainweighthasbeenclosetotheadultlevel;third,isacriticalperiodoforallanguageproficiency;fourth,cognitionisacentraltopicinthedevelopmentofchildren;fifth,peerrelationshipespeciallyplaysauniqueroleinadultcannotbereplacedinthepersonalityandsocialdevelopmentprocess;sixth,moraldevelopmentasthecorecontentofchildren'ssocialization;seventh,self-esteemstabilityinpreschoolperiod.（二）了解家庭氛圍中影響兒童心理健康的因素(two)thefactorsimpactonchildmentalhealthfamilyatmosphere1、家庭居住條件。居住條件的好壞，影響到孩子的學(xué)習(xí)和休息的質(zhì)量，也影響著身心的發(fā)展。如隨著城1,thelivingconditionsofthefamily.Thegoodorbadlivingconditions,affectthechild'slearningandtherestofthequality,alsoaffectthephysicalandmentaldevelopment.Aswiththecity市獨(dú)門獨(dú)戶的增加，給孩子的同伴交往帶來減少問題應(yīng)引起注意。Increasethecityaself-contained,tochildren'speerinteractionbringsdowntheproblemswhichshouldbepaidattentionto.2、家庭物質(zhì)條件。為孩子提供物質(zhì)條件，家長(zhǎng)不會(huì)吝惜，但應(yīng)注意理智。2,thematerialconditionsoffamilies.Toprovidethematerialconditionsforthechildren,parentswillnotstint,butshouldpayattentionto.3、家庭結(jié)構(gòu)。父母應(yīng)盡量給孩子提供好的家庭教育理念，也要保持完整的家庭，有益于孩3,thefamilystructure.Parentsshouldtrytoprovidegoodfamilyeducationforchildren,butalsotomaintaintheintegrityofthefamily,isbeneficialtothechild子的心理健康發(fā)展。Thedevelopmentofmentalhealth.4、家庭氛圍。氛圍是一種精神環(huán)境。家庭氛圍是衡量教育質(zhì)量的指標(biāo)。父母要為孩子營(yíng)造健康的家庭氛4,thefamilyatmosphere.Atmosphereisakindofspiritualenvironment.Thefamilyatmosphereistheindicatorofeducationalquality.Parentsshouldcreateahealthyfamilyenvironmentforchildren圍：營(yíng)造和諧、平等、開放、快樂的家庭氣氛。Wei:tocreateaharmonious,equal,open,happyfamilyatmosphere.四、家庭教育的影響Effectoffour,familyeducation（一）正影響例子(a)positiveeffectsofexamples一個(gè)男孩子懂得“一個(gè)有良心的孩子都要回報(bào)養(yǎng)育之恩”的道理后，過生日時(shí)，不在吵著向父母要好吃好玩的，而是去問媽媽：“我是怎樣長(zhǎng)大的？”媽媽告訴他：“你小時(shí)候我的工作很忙，是姥姥把你養(yǎng)大的?！蹦泻⒑芨袆?dòng)，當(dāng)他聽說姥姥60歲生日快到了，便利用課余時(shí)間悄悄地折了60只紙鶴。姥姥生日那天，待全家人的生日禮物都送完后，他把紙鶴竄起的花環(huán)戴到姥姥的脖頸上，并輕吻了姥姥。姥姥感動(dòng)得哭了，她說，這是她今天得到的最好的禮物。Aboyknows"aconscientiouschildrentoreturntoraisegraciousness"truth,birthday,don'targueintheirparentstohavefun,buttoaskhermother:"howIgrewup?"Hismothertoldhim:"Iworkverybusywhenyouareyoung,isthegrandmotherraisedyou."Theboywasverymoved,whenheheardthatthegrandmotheris60yearsoldbirthdayiscomingsoon,sparetimequietlyfolding60papercranes.Grandma'sbirthday,thewholefamilybirthdaygifttosendallfinished,heputthepapercranesriseworegarlandstograndma'sneck,andkissedher.Shemovedtotears,shesaid,thisisthebestgiftshereceivedtoday.（二）負(fù)影響例子(two)negativeexamples六歲女孩被祖母關(guān)進(jìn)雞籠致手腳退化，并失語。她未被關(guān)進(jìn)雞籠時(shí)，會(huì)說話，活蹦亂跳；他在竹塊編制的雞籠里生活了一年多，春夏秋冬沒衣服穿，餓哭時(shí)靠鄰居丟點(diǎn)土豆或紅薯進(jìn)雞籠充饑，且雞籠里沒碗；他的媽媽已死，爸爸出門打工去了。他的祖母63歲，他說：“我不但靠不住竹子（指女孩父親），更想不到筍子（指女孩）的福。”他的祖母由于伴侶已死去在和別人談戀愛、她只關(guān)心她會(huì)自己不會(huì)坐牢、她還嫌給女孩洗衣服麻煩。Sixyearoldgirlbymygrandmotherincagestoanddegradation,andaphasia.Shewasnotinachickencoop,willspeak,aliveandkicking;helivedinbamboocagesblockformorethanayear,theseasonshavenothingtowear,hungrycrybyneighborlostlittlepotatoorsweetpotatointocageshunger,andcages,didnotbowl;hismotherisdead,myfatherwentouttowork.Hisgrandmotheris63yearsold,hesaid:"Inotonlyunreliablebamboo(referstothegirl'sfather),thinkofbamboo(agirl)."Hisgrandmotherbecauseafriendhaddiedandothersinthefallinlove,sheonlycaresaboutherown,sheisstillnotgoingtojailforthegirl.無論從家庭結(jié)構(gòu)、家庭氛圍、健康方面來選擇，什么樣的家庭教育讓我們覺得舒心，無疑是正面影響的家庭教育。家庭教育是潛移默化、是潤(rùn)物細(xì)無聲，更需要實(shí)際行動(dòng)。讓我們相信，播種愛，收獲愛。Nomatterfromthefamilystructure,familyatmosphere,familyeducationhealthtochoose,whatmakesusfeelgood,isundoubtedlyapositiveimpactonfamilyeducation.Familyeducationisinfluencecharacterbyenvironment,moistenthingssilently,morepracticalactionsrequired.Letusbelievethatlove,sowing,harvestlove.五、學(xué)前兒童的家庭教育策略Familyeducationstrategyfive,preschoolchildren（一）堅(jiān)持家庭教育的原則(a)adheretotheprincipleoffamilyeducation1、一致性原則。指對(duì)孩子進(jìn)行教育時(shí)，家庭、社會(huì)、學(xué)校之間要協(xié)調(diào)一致，密切配合，協(xié)調(diào)一致，前后連貫，決不能各行其是、唱對(duì)臺(tái)戲，或是前后矛盾、出爾反爾。1,theprincipleofconsistency.Referstothechildren'seducation,family,society,schoolsshouldbecoordinated,inclosecoordination,coordinated,coherent,mustnotactasonepleases,withacountermeasure,orisinconsistent,promiseandthendenyinsuccession.2、兩不原則。指再窮不能窮孩子，再富不能富孩子。2,twonoprinciple.Referstopoorpoorchildren,notrichthentherichkids.3、三為主原則。一是以正面教育為主。父母要鼓勵(lì)孩子，給他正面積極的教育，切忌給孩子頭目中灌輸恐怖、迷信之類的東西。二是以賞識(shí)教育為主。對(duì)孩子的獎(jiǎng)勵(lì)是孩子成長(zhǎng)過程中不可缺少的一種教育方法，本質(zhì)在于善待生命、尊重生命。采用賞識(shí)教育，如給孩子一個(gè)擁抱，親親孩子的臉。當(dāng)然不是容忍每一個(gè)錯(cuò)誤，也不是溺愛，而是發(fā)現(xiàn)他們的長(zhǎng)處，挖出他們的潛能，引導(dǎo)他們走向成功。三是以細(xì)節(jié)教育為主。要在孩子成長(zhǎng)過程中，特別是在學(xué)習(xí)和游戲過程中，善于捕捉具有教育意義的細(xì)節(jié)，及時(shí)對(duì)孩子進(jìn)行生動(dòng)形象具有啟發(fā)性、說理性的教育。讓孩子在玩和學(xué)習(xí)過程中就自然而然地接受了教育，快樂地收獲了知識(shí)。3,thethreemainprinciples.Oneisthepositiveeducation.Parentsshouldencouragetheirchildren,togivehimapositiveeducation,donotgivechildrentoinstillterrorleader,superstitionorsomething.Thetwoismainlytotheappreciationeducation.Isamethodofeducationisindispensabletothegrowthofchildrenonthechild'sreward,essenceistotreatlife,respectforlife.Theappreciationofeducation,suchastogivethechildahug,kissthebaby'sface.Ofcoursenottolerateeverymistake,notspoiled,buttofindtheirstrengths,digouttheirpotential,leadthemtosuccess.Thethreeisthemaindetailsofeducation.Tothechildreninthegrowthprocess,especiallyinlearningandinthecourseofthegame,goodatcapturingtheinstructivedetails,ofthechildrenintimeforthevividimageofenlightening,rationaleducation.Letthechildrenplayandlearningprocesswillcomeverynaturallytoaccepteducation,happytogainknowledge.當(dāng)然，適當(dāng)?shù)姆疵娼逃?、?jì)劃教育和批評(píng)教育，對(duì)孩子的成長(zhǎng)也是必要的。Ofcourse,theappropriatenegativeeducationplan,educationandcriticaleducation,isalsonecessaryforthegrowthofchildren.4、四尊重原則。一是尊重孩子的身心發(fā)展規(guī)律，了解孩子的身心發(fā)展規(guī)律，把握好規(guī)律，遵守好這些規(guī)律，實(shí)現(xiàn)教育能取得佳效。二是尊重孩子的權(quán)利。要相信自己的色孩子是獨(dú)一無二的，有自己的小天地，不能把孩子當(dāng)成自己的財(cái)產(chǎn)，孩子有平等交流、玩等的權(quán)利。三是尊重家庭成員的意見。溫馨和睦的家庭有利于孩子的健康成長(zhǎng)。在教育孩子方面，要尊重每一位家庭成員的意見，形成教育孩子的孩子的合力。一些重要問題上，可事先達(dá)成一致，避免當(dāng)孩子的面唱反臺(tái)戲。四是尊重家庭教育的特點(diǎn)。要取得家庭教育的成功，必須了解和掌握家庭教育的特點(diǎn)，采取適用家庭教育的方式方法，進(jìn)行有針對(duì)性的教育。4,thefourprincipleofrespect.Oneistorespectthelawsofphysicalandmentaldevelopmentofchildren,tounderstandthementaldevelopmentofchildren,agoodgraspofthelaw,tocomplywiththeserules,realizetheeducationcanachievegoodeffect.Twoistorespecttherightsofthechild.Tobelievetheirchildrenistheoneandonlycolor,havetheirownsmallworld,notthechildashisownproperty,childrenhavetherightofequalexchange,play.Thethreeistorespectthefamilymembers.Warmandharmoniousfamilyisconducivetothehealthygrowthofchildren.Intheeducationofchildren,torespecteveryfamilymember'sopinion,formaresultantforceofeducationofchildren.Someimportantissues,butitfirstreachedagreemen