【摘要】 芬兰家庭支持立场下的家庭教育改革实践从家庭立场出发、围绕家庭教育需要而展开，形成于20世纪30年代后家庭教育实践“他人导向型”阶段，在发展演变中呈现出四个显著特征：以从实用主义下的“提供服务”到家庭主义下的“发展能力”为价值指向；以家长的积极教养保障完整儿童的发展为核心基础；以在强化个性化需求和群体性联结相结合中支持家长为实践立场；以性别中立基础上走向“去母职化”为角色分工。为了强化家庭支持立场下家庭教育改革在实践中的持续性发展，芬兰分别从文化认同、资源支撑、学校促进、社会协同等方面，通过教育内生动力与社会信任文化的系统建构、育儿时间投入和物质需求的同步保障、“成长型自我概念”的有效创生以及家长健康导向和育儿能力提升的双向驱动，系统开发了支持体系架构。更多还原

【Abstract】 The practice of family education reform in Finland under the position of family support,which is centered on the needs of family education,was formed in the otheroriented stage of family education practice after the 1930s,and its development and evolution showed four significant characteristics: From providing services under pragmatism to developing ability under familism as the value orientation,from parents’ active parenting to ensure the development of complete children as the core basis,supporting parents in the combination of strengthening individual needs and group connection as the practical position,and de-motherhood on the basis of gender neutrality as the role division. In order to strengthen the sustainable development of family education reform in practice under the position of family support,Finland has analyzed the aspects of cultural identity,resource support,school promotion and social coordination. Through the systematic construction of endogenous motivation of education and social trust culture,the synchronous guarantee of parenting time investment and material needs,the effective creation of "growth self-concept" and the two-way driving of parents’ health orientation and parenting ability improvement,the support system architecture is systematically developed.更多还原