【作者】 卢跃青；

【导师】 缪建东； 冯建军；

【作者基本信息】 南京师范大学 ， 教育学原理， 2002， 硕士

【摘要】 本文从实证和理论两方面揭示道德教育中家庭和学校的对立与冲突。首先，我们通过调查和访问，考察了家长是如何看待学校德育和教师是如何看待家庭德育的。家长总体上认同学校德育的基本内容、德育效果和方法，但从访谈中发现，家长对学校的德育工作也有许多意见和看法，有些是和教师的观点完全对立的。教师虽然认为家长总体上能配合学校的德育工作，但由于主观和客观的原因致使家庭德育与学校德育不可能完全保持一致，对立和冲突常存于家校之间。其次，从社会学角度分析了家校之间对立和冲突存在的客观性。在道德教育中，家庭和学校为了能够根据自身的价值观对儿童施加有效的影响，他们就必须争夺家校之间的稀缺资源——权力，此外，家校之间的文化资源不均也可能导致家长和教师在德育中处于不平等的地位。家长和教师拥有不同的权威，对儿童采取不同的教育方式。为了维持自身的权威，他们都必须获得儿童的认同，这涉及到对认同这种“资源的”争夺。家长和教师对彼此持有的期望存在差异，其中不合理的期望导致双方对彼此失去信任，不利于合作关系的建立。最后，我们从教育学的角度分析了家校之间合作伙伴关系的内涵及家校联系方式对家校关系的影响。总之，我们认为德育中家校之间的对立是客观存在的，家校合作应回归到德育这一应然主题，在对立中寻求发展，才是学校生存的途径。更多还原

【Abstract】 Much of previous research on the relation between families and schools focused on the harmony and collaboration. This paper highlights the other side of the family-school relation: dissonance and contradiction from the empirical- and theoretic research.First, what parents and teachers think of the moral education has been examined by questionnaire and interviews. The result indicates that parents generally approve of the basic content, results, and methods of school moral education; however, there exist some disagreements and conflicts between families and schools in moral education. Similarly, teachers think that parents can cooperate with them in moral education altogether, but parents would cause some troubles for school moral education because of many subjective and objective factors. Therefore, the conclusion is drawn that dissonance and conflict exist between families and schools in moral education.Second, the family-school relation is analysed from the view of sociology. Conflict theoryreveals that the competition for rare resources within a group or among groups results in conflict. In moral education, there are two kinds of rare resources between families and schools梡ower resources and cultural resources. Both schools and families want to influence and control children in accordance with their own value, which may be same or even opposite in some degree. Thus, families and schools have to compete for the power resources in order to exert more influences on children’s moral growth. So conflict will take place between them. Role theory shows that authority and expectation are the main factors which lead to conflicts between families and schools. Parents and teachers have different authority in moral education, which is an important educational method, and teach children in different ways. They must try their best to maintain their own authority through gaining children’s acceptance of their authority, which is a kind of rare resource. This can bring about conflicts between parents and teachers. Additionally, there are expectations between families and schools which are unanimous or distinct by nature. Due to different expectations, parents would teach children different moral values in different ways from teachers, which can result in dissonance even conflicts in the family-school relation. Besides, parents and teachers have unreasonable expectations on each other, which are impossible to come true. So this would lead to the disappointment and distrust between parents and teachers, which would have a bad impact on the family -school relation.Finally, we explore the true meaning of collaborative partnership between schools and families and find out that this kind of partnership is an unequal, unilateral relationship. The true partnership demands that families and schools should share equal duties and rights, trust each other and schools should play active roles in constructing the partnership.As a conclusion, we think that contradiction exists between families and schools in moral education. Only if we must face the contradiction and seek to survive it, can we build a true collaborative relationship between families and schools. Moral education in these times is too big a job for schools or families to tackle alone. Working together, we have the best chance of helping children become moral people and of creating a good and moral society .更多还原