The disciplinary characteristics of Dalian family Pedagogy

Compared with school education, Dalian family education has its particularity and uniqueness. School education is "teaching for teaching and learning for learning". School education has a very clear purpose. Every academic year, every discipline, every chapter, and even every class has the expected teaching objectives. The students have a clear purpose of learning and deliberately learn certain specific knowledge.

Understanding the discipline characteristics of family education is the basis for understanding and grasping the theory of family education. Only by scientifically understanding and grasping the theory of family education can we effectively carry out the practice of family education and provide guarantee for the research of family education.

The characteristics of family pedagogy are mainly determined by its research contents and methods. First of all, look at the contents of its research. The content of family pedagogy is neither general family life nor general education, but the education of elders to their children, especially parents to their children. It also involves the relationship between family education and society.

This determines its difference from school education and social education. School education mainly involves the interpersonal relationship between teachers and students in teaching and learning. There is generally no blood relationship between teachers and students. Social education mainly involves the interpersonal relationship between the leader and the LED, other social personnel and the education object. This kind of interpersonal relationship is generally not related by blood. However, family education is different from the above. It involves the close interpersonal relationship between the educator and the educated, that is, blood relationship (including quasi blood relationship). This determines that it is different from pedagogy, which studies school education and social education, in terms of discipline characteristics.

However, it also studies education and the relationship between educators and the educated. Therefore, from the perspective of its disciplinary characteristics, it is inevitable that it has both the general characteristics of pedagogy and its individuality. Let's look at the research methods. Our research on family education includes not only the research on historical and realistic family education phenomena, but also the research on domestic and foreign related issues. Sometimes, we also use the methods of social investigation and social statistics to study problems. This is also different from the general pedagogy, but it clearly shows the nature and methods of sociology. Therefore, in general, family pedagogy has the following characteristics.

1. It has the nature of pedagogy and belongs to a branch of Pedagogy

Pedagogy is a social science that studies educational phenomena, problems and laws. School pedagogy mainly studies the principles of teaching and moral education, reveals the laws of teaching and moral education, expounds the methods, principles, contents, organizational forms and other issues, and makes teachers understand how to carry out teaching and ideological and moral education.

Family pedagogy mainly discusses the laws, principles and methods of parents' education of children. Therefore, family pedagogy obviously has the nature and characteristics of pedagogy, and it belongs to the category of pedagogy. However, it is not a general pedagogy, but a study of the relationship between teaching and being taught within the family, the special relationship between the elders and the younger, and the educational methods, contents, goals and other issues. Therefore, from this perspective, it is also pedagogy and a branch of contemporary pedagogy.

2. It has the nature of sociology, especially the nature of Family Sociology

Sociology was born in the western world in the early 19th century, and "role", "expectation" and "group norm" have become the basic concepts and research categories of sociology. From the perspective of research methods, it emphasizes the use of investigation and research methods to study social phenomena and social problems. It has many branches, and family sociology is one of its important branches

Family pedagogy can use sociological theories and methods to focus on deep sociological research on all aspects of family education of tens of thousands of families in our country's real social life, and explore methods to do a good job in family education, so as to enrich family education theory. From this perspective, family pedagogy obviously has the nature of sociology and belongs to the scope of family sociology.

3. It is interdisciplinary and comprehensive

Because family pedagogy has both the disciplinary characteristics and nature of sociology and pedagogy, and sociology and pedagogy belong to different disciplines in the field of social science, it determines that our family pedagogy has interdisciplinary and comprehensive disciplinary characteristics.

In modern times, with the development of science and the increase of social needs, the original and traditional old disciplines themselves can no longer meet the needs of social development and social life. Therefore, both natural science and social science are showing a trend of increasing development of new disciplines, and are mainly manifested in the emergence of Interdisciplinary, comprehensive new disciplines and applied new disciplines such as marginal disciplines and cross disciplines.