我国家庭教育对青少年成长的影响因素研究

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1、目录1绪论································································································11.1研究背景及意义············································································11.1.1研究背景················································································11.1

2、.2研究意义················································································21.2国内外文献综述············································································41.2.1国内家庭教育的发展状况····························································41.2.2国内家庭教育的代表性研究概述············

3、······································51.2.3国外家庭教育的研究现状···························································71.2.4国外家庭教育的代表性研究概述··················································91.3研究方法···················································································112青少年家

4、庭教育的界定及其特点·························································132.1家庭教育的内涵···········································································132.2家庭教育的特点··········································································132.2.1家庭教育时空的广延性·························

5、···································142.2.2家庭教育语言的独特性····························································142.2.3家庭教育实施的随机性····························································143家庭教育理论研究············································································153.1弗

6、洛姆关于爱的理论····································································153.2陶行知的生活教育观····································································153.2.1生活教育理论的开放性·····························································153.2.2生活教育理论的可持续性····························

7、·····························153.2.3生活教育理论的实践性····························································163.3学习型家庭的理论·······································································163.3.1终身教育与终身学习思想·························································163.3.2学习型组织理论···

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