An Investigation Into the Needs and Challenges of County-Level Family Education Guidance Services and Corresponding Improvement Measures

The delivery of targeted family education guidance services is essential for establishing a three-in-one education model that encompasses families,schools,and communities.It is also the key to creating a favorable educational environment that promotes the comprehensive and healthy development of individual students.To gain a comprehensive understanding of family education characteristics and trends in Chinese counties,accurately tap into the educational needs of parents,and effectively identify strengths and weaknesses in family education guidance services,this paper employed a quantitative research method based on a questionnaire survey and interview data from J district of C city after years of continuous monitoring of the quality of family education in the area,aiming to explore these issues and put forward several suggestions for improvement.The results indicate that the family learning environment and atmosphere in the district are generally favorable,while parental educational competence requires further improvement.Parents express a strong desire for interactive,systematic,and fragmented family education guidance from schools.Most parents acknowledge the significance of receiving guidance on family education,yet they are disinclined to actively engage in learning-related activities.While the operational mechanisms of county-level family education guidance services have been continuously improved,there is a need for greater overall coordination.Furthermore,the potential of school-led family education guidance services has yet to be fully tapped,and the scientific and professional standards of such guidance need to be further enhanced.Based on the aforementioned findings,we propose recommendations for improvement.Using J district’s effective improvement practices in management,curriculum,and teams as an example,we intend to explore practical ways to promote county-level family education guidance services and provide a valuable reference for the establishment of a comprehensive and effective system to improve such services.

A Comparative Study of Local Legislation on Family Education in China

Since 2017,10 provinces(cities)in China have promulgated local laws and regulations on family education,ushering in ground-breaking improvements in the working mechanism,content,subjects,system,and local characteristics of family education.Based on a comparative study of the local legislation on family education in the 10 provinces,the characteristics and differences are summarized,and recommendations and prospects for local legislation on family education in other provinces are presented in this paper.

On the Differences of Chinese and American Family Education from a Cultural Perspective

In essence, the international competition for talents is determined by the quality of family education. There are a number of family education systems in the world, and each has its distinctive feature, which reflects its unique culture. Although Chinese family education system is a successful one in general, problems appear in recent years. Through comparing some relevant aspects of family education between China and the U.S. from a cultural perspective, we can gain good experiences from American family education and promote the reform of Chinese family education.

An Analysis of Family Education in Paula Vogel's Plays

As a famous female playwright,Paula Vogel focuses on traditional American families.Hot‘N'Throbbing,How I Learned to Drive,and The Long Christmas Ride Home are her three representative works that mainly reveal the contradictions and education problems in traditional American families,clearly presenting the influence of husband-wife relationship and parent-child relationship on the growth and development of children.She bravely criticizes the so-called“ideal family” promoted by the American society,leading people to reflect on and pay more attention to the education problems in traditional American Emilies.

The Innovative Model of Family Education Guidance of Guiding First,then Supplementing and Further Solidifying

In the new era a new more effective family education model can ease unbalanced and inadequate education development.In the new era,parents look forward to a more personalized,active and interactive form of family education guidance.This new guidance model will start with improving behavior by focusing on emotional behavior and cognition.The Roast can ease parents'anxiety,lectures and reading groups can supplement parents'knowledge,and mutual discussion,vicarious practice and teaching others can solidify a scientific and effective family education behavior.The family education guidance model of"guiding first,then supplementing and further solidifying"focuses on the participation of parents in the whole process,which can improve the effectiveness of family education guidance.

A Contrastive Study of Sion-American Family Education from Cross-cultural Perspective — A Case Study of Jia You Er Nv and Growing Pains

Based on the previous studies,taking Jia You Er Nv and Growing Pains as the research objects,this study explores the similarities and differences between Chinese and American family education from the perspectives of cross-cultural.After comparing,it is found that,affected by different cultures,expectations,contents,methods of family education and parent-child relationships in China and the United States are distinctly different.Only some aspects are similar.The reason for the differences is that the culture is mainly influenced by individualism and collectivism,Confucianism and Christianity culture,and different value orientation.Finally,on the basis of China’s national conditions and cultural environment,some suggestions are put forward for the improvement of family education in China.American family education has some positive reference significance for Chinese family education in renewing the concept of family education,touching attention to the overall development of children and developing children’s ability to think independently.

A Comparative Study of Chinese and American Family Education Through Inter-culture Taking Simon Sucks and Peppa Pig for Example

Family education, as a widely-concerned topic, has always been up to an unprecedented level in most Chinese families.It shapes children's personalities and has life-long influence on children. Because of its importance of family education, she wanted to explore it. The paper will compare Chinese and American family education through hot cartoons, Simon sucks and Peppa Pig.It will be analyzed by literature review and case study methods. After researching, people can know family education better and improve their family education way.

Only Children Are No Longer "Little Emperors" ——About Family Education in China

ONLY children have become a common concern of society since China adopted its family planning policy 20 years ago. A report titled "Little Emperors in China," published several years ago, delineated the real living conditions of only children in contemporary Chinese cities. Almost all of these children were found to dominate their families. They were called the "little suns" of the family. There were never parents in Chinese history like oday’s parents who shed their hearts’ blood for and expected so much from

Analyzing the Influences on Women’s Upbringing and Their Educational Significance Using the Case of Estella,the Heroine of Great Expectations

This paper explores the influences on women’s upbringing and their educational significance by using the character Estella from Great Expectations as a case study.Through analyzing the impact of social environment,family education,and self-awakening,this article aims to promote gender equality and the construction of a feminist cognitive community.It delves into the class divisions of 19th-century England,the manipulative family education imposed on Estella by Miss Havisham,and Estella’s journey towards self-consciousness after her foster mother’s death.The study highlights the challenges faced by women in societal constraints,family expectations,and the importance of self-discovery in overcoming these limitations.

The Barrier of the Child and Parent Expected Models for Entering the School System-A Secondary Publication

The recognition of the positive value of student diversity and their right to full participation are key aspects of inclusion as a means of managing heterogeneity of the school population from an equality perspective.As the school cannot welcome the diversity of children without including their families,the same logic needs to apply to the relationship between the school and parents,particularly in the current environment where the school-family partnership appears as a privileged institutional leverage in the fight against inequalities at school.Based on an ethnographical study exploring how the relationship between the school and the families builds up in a Swiss school located in a context of strong cultural diversity,this paper interrogates how the school norm can be the main limitation to the inclusion of students and parents who are unfamiliar with the school.Derived from field observations and interviews,our results show how the teachers tend to approach their relationship with new students and their parents from the standpoint of narrowly defined expected models,leading them to engage in a vain attempt to conform the students and parents when they deviate from these models.The possibility of entering the school system for students and parents unfamiliar with school is hindered by the exclusive and excluding normativity on which the models of the child and the parent expected by the teachers are grounded.Based on these observations,we discuss how an inclusive approach seems to us to require in the first place a necessary process of decentering from the school and teachers,as a condition for recognition of the actual child and parent.

Relations Between School and Immigrant Families in Albertan Francophone School: Perspectives of Settlement Workers in Schools - A Secondary Publication

In recent years,Francophone schools in Alberta,a province in western Canada,have seen significant ethnocultural diversification of their school population,thus reflecting recent migratory changes in Canada.The population of a Francophone school board located in an agglomeration of Alberta reflects these new migratory trends.A partial ethnodemographic portrait carried out in 2003 in six of its schools indicates that 50%of the pupils come from an immigrant background and come from 23 different countries;mostly from sub-Saharan African countries.This demographic reality,confirmed more than a decade later,represents a major structural change for Francophone schools.In Alberta,as in other Canadian provinces,inclusion is at the heart of discourse and educational practices.With a transformative aim,it intends to promote ethnocultural diversity in the classroom and equal opportunities through school equity practices.This article focuses on the settlement workers in schools responsible for bridging family,community,and school cultures.The analysis of the interviews of the four workers sheds light on and questions both the institutional practices and the personal strategies put in place to face the challenges encountered in this tripartite collaboration.

An Analysis of the Cultural Collision and Compatibility Between Chinese and Americans——A Case Study of the Movie The Joy Luck Club

This paper analyzes the cultural collision and compatibility between Chinese and Americans in the film The Joy Luck Club. Through the analysis of the collision of family education idea, the collision of value, the collision of language expression and the collision of marital relationships between four pairs of mother and daughter, the conflict between the Chinese culture and American culture is vividly revealed. The right attitude towards culture is not only to inherit the native culture, but also to absorb the new culture.

Family Planning Associations Educate by Example

LI Zuomin has been engaged in family planning for 26 years. During the first 16 years, she was a cadre with the public health department in Chongqing, Sichuan Province. There she worked to teach the masses how to carry out the state family planning policy. For the past ten years,

Jinglun Family Science Center Social Workers Educate the People About Life Issues

IN July 1993, instead of going on vacation, nearly 200 students from the Beijing No.25 Middle School attended a special class just for them. The three-day session made the girls eager for more knowledge. When the session ended, the students who had been to this classroom told their companions that they had been to a wonderful world.

The Division of Labor in Parenting and Its Impact on Adolescent Development

The Law of the People's Republic of China on Family Education Promotion explicitly requires both parents to engage in their children's education, but so far there has not been sufficient empirical research on the division of labor in parenting in China. This study,based on questionnaire survey data, is an in-depth investigation of the current situation of the division of labor in parenting, differences in parental status in the family, and the influence of these factors on adolescent development in China. Our findings show that 1)The main pattern of the division of labor in parenting in China is one of intensive maternal parenting with no paternal educational input, followed by a pattern of low participation by both parents. The least common is a pattern of high participation by both parents. 2) The patterns of division of labor in parenting are significantly related to differences in parental status. A family in which the father is highly educated or has a higher level of education than the mother is more likely to evince the pattern of a high level of joint participation by both parents. 3) The division of labor in parenting does not significantly affect the academic performance of adolescents, but has a significant impact upon their mental health and noncognitive abilities. In terms of mental health, strong two-parent participation and intensive maternal parenting with no paternal input are more effective than a low level of participation by both parents. This indicates that a high level of participation by either parent improves children's mental health. In terms of non-cognitive abilities, we found that a high level of joint two-parent participation is more effective than either the pattern of intensive maternal parenting with no paternal educational participation or the pattern of low participation by both parents. The indicates that a father's active role in developing children's non-cognitive abilities cannot be replaced by the mother. 4) A father's contribution in any dimension of parenting can have positive effects on children's mental health and non-cognitive abilities,while a mother can only help with children's mental health and non-cognitive abilities by means of her investment in emotional support and assistance in daily living. The above conclusions indicate that the paternal role is crucial and that greater participation by both parents is highly significant for full adolescent development.

Parenting of Immigrant Chinese Families in Western Countries:A Systematic Review

Increasing numbers of studies have been done on parenting in Chinese immigrant families due to the growing population of Chinese immigrants in Western countries.This paper systematically reviews 35 peer-reviewed journal articles relevant to parenting in Chinese immigrant families,categorizing them into descriptive studies,simple explanatory studies,and dialectical and dynamic studies,and identifying their major findings and limitations.It finds that descriptive studies tend to describe parenting as a collection of static characteristics,and simple explanatory studies are likely to define parenting as an independent factor mechanically related to other factors.Thus these two types of studies are barely able to reveal the real essence of parenting in immigrant Chinese families.To solve the limitations of descriptive studies and simple explanatory studies,this paper argues for conducting dynamic and dialectical studies,which conceptualize parenting as a dynamic process dialectically related to cultural differences and other processes.