农村隔代教育对儿童自我发展的影响及社工的介入策略--以黑龙江省齐齐哈尔市D村为例

Effects of Rural Intergenerational Education on Children’s Self-Development and Intervention Strategies of Social Workers -- A Case Study of D Village of Qiqihar City in Heilongjiang Province

隔代教育成为农村家庭教育方式的主要类型之一,给儿童发展带来的弊端不容忽视,以往学者多关注情感和情绪等方面产生的问题造成儿童社会化方面的缺失,而在隔代教育中出现的自我认同危机问题,则被人所忽略。以黑龙江省齐齐哈尔市D村为例,研究隔代教育对儿童自我发展的影响。研究发现:隔代教育会一定程度上阻碍孩子的自我发展,表现为孩子独立自主性的破坏、主动首创性的泯灭、自我认同的危机、自我同一性的破坏。社工可以通过小组和个案的方法进行介入,帮助隔代教育者学习科学的教育知识,关注孩子自我发展,还可以帮助孩子增强自我意识,有利于孩子的社会化。

Intergenerational education has become one of the main types of family education in rural areas,but the disadvantages brought to children's development cannot be ignored.In the past,scholars paid more attention to the problems of emotions and the mood,which causes the insuffi cient study on children’s socialization.However,the self-identity crisis in intergenerational education has been ignored.This paper,taking D Village of Qiqihar City in Heilongjiang Province as an example,studies the infl uence of intergenerational education on children’s self-development.It is found that intergenerational education can hinder children’s self-development to some extent,which is manifested as the destruction of children’s independence,the elimination of initiative,the crisis of self-identity and the destruction of self-identity.Social workers can intervene through group and individual cases to help educators on intergenerational education learn scientifi c educational knowledge,concern children's self-development,and help children enhance their self-awareness,which is conducive to children’s socialization.