中国环境下的同胞教学行为及其对家庭教育的启示

Sibling Teaching in China and Its Implications for Family Education

在同胞日常互动交往中,拥有知识和技能较多的同胞(承担教授者角色)通过指导和直接教学,有目的地将知识和技能转移给拥有知识和技能较少的另一名同胞(承担学习者角色),这种特殊的教学活动,即同胞教学行为。同胞教学行为的主要特点包括教学行为的自发性、性别差异性、教授者与学习者地位相对平等及教授知识的多样性。影响同胞教学行为的因素一共有六点,即年龄差距、心理理论、学习者的理解与模仿、同胞关系质量、教学任务的难度以及父母的支持。未来研究可以关注同胞教学行为的本土化研究、特殊形式家庭的研究,深入考察同胞教学行为的弊端及其与影响因素的交互作用,重视学校教育与同胞教学行为之间的相互影响作用并提出正确的干预措施。

In the daily interaction of sibling, one sibling with more knowledge and skills (playing the role of teacher) transfer knowledge and skills intentionally to another sibling with less knowledge and skills (playing the role of learner) through guidance and direct instruction. This special teaching activity is called sibling teaching. The main characteristics of sibling teaching include spontaneity of teaching, gender difference, relative equality between teacher and learner, and diversity of teaching knowledge. There are six factors influencing sibling teaching: age gap, theory of mind, learner’s understanding and imitation, sibling relationship quality, difficulty of teaching task and parental support. Future research can focus on the localization of sibling teaching, the study of special forms of family, studying the flaws of sibling teaching and its interaction with influencing factors in depth, paying attention to the influence of school education and putting forward correct intervention measures.