摘要
“5.12”特大地震是我国目前毁灭性最强、伤亡人数最惨重的一次自然灾难，它不仅给震区造成了数以万计的生命与财产损失，还给幸存者带来了严重的心灵创伤。在“5.12”灾区，有 69227 人遇难，大约 374643 人在地震中受重伤，除此之外，仅因震失独的家庭就有 8000 余户。为了弥补灾区人口损失，政府在重灾区即刻出台了“再生育”的人口政策，鼓励因震失独家庭进行再生育，并且适时取得良好的社会效果。但是，该政策下的再生育父母平均年龄普遍在 40岁以上，与再生育孩子年龄差较大，出现了“类似隔代”家庭，即：再生育父母与小孩产生的巨大年龄差（>40 岁），超过正常家庭父子间年龄差。巨大的年龄差造成家庭年龄断缺，从而形成“类似隔代”家庭。随着“再生育”政策实行 8 年来，再生育儿童大部分已经步入学龄前阶段（最大孩子已达 7 岁），但也因“类隔代”的巨大年龄差，使得再生育家庭的教育陷入“隔代教育”与“亲子教育”两不像的教育尴尬境地。
虽然“类似隔代”家庭是“5.12”震后“人口再生育”政策下衍生出的一种新的家庭群体，也是“5.12”重灾区独有的一种家庭现象。但是，面对国家正式实施“二胎”政策，加之当前我国人口老龄化与教育高成本的严峻形势，随着“原独生家庭”陆续进行“二胎”生育，二孩与父母扩大的年龄差也在所难免，“类似隔代”家庭也将大量涌现。因此，“类似隔代”教育问题将成为我们不得不关注并亟待解决的社会问题。
本研究主要以受灾最严重的“5.12”地震震中--汶川县映秀镇为重点研究区域，以震后再生育家庭为研究对象，通过问卷调查与实地访谈搜集真实数据，并将定性分析与定量研究相结合，对再生育家庭“类似隔代”教育现状以及再生育孩子教育发展中存在的问题进行深入剖析与研究。调查发现：伴随灾区人口“再生育”政策实施 8 年来，已步入学龄前阶段的再生育儿童在“类隔代”成长环境中的确存在很多问题，其中包括：心理代沟、经济缺口、教养观缺失且落后、情感沟通欠缺、高期望值等等，家庭教育形势不容乐观。
综上所述，本研究主要分为以下七个部分论述所研究的课题：
第一部分为绪论。主要阐述本文的研究背景、目的和意义；然后论述“5.12”重灾区家庭概况、主要研究的思路、研究方法以及论文的创新点和不足之处。
第二部分为本文的主要理论基础及研究动态和相关定义。主要介绍论文涉及的相关教育理论，并对这些理论进行分类，进而归纳成综述，主要有教育心理学理论、家庭系统理论、行为学习理论以及隔代教育理论。
第三部分为“5.12”重灾区映秀镇再生育家庭中“类隔代”教育的现状。本章主要介绍重灾区映秀镇受灾范围、受灾程度以及人口损失情况，并对 5.12 灾区的再生育家庭的教育现状进行实地调查与分析。
第四部分重点阐述“5.12”重灾区映秀镇“类隔代”教育存在的问题。首先，对再生育家庭巨大年龄差、经济状况、以及教育困境三方面问题进行实证调查，对家庭成员进行个案访谈，并整理成案例；然后，针对收集的有效数据及典型案例，对“类隔代”家庭教育现状进行深入分析，并归纳阐述“类隔代”家庭教育中潜在的问题。
第五部分主要针对“类隔代”家庭教育中潜在问题的成因进行逻辑梳理，按照影响家庭教育的内外因素逐步深入分析，分析并论述“类隔代”教育的家庭内外成因。
第六部分是针对“5.12”重灾区映秀镇“类隔代”家庭教育问题提出对策性建议。本章节主要是从政府、学校、家庭三个教育主体出发提出的可行性建议。
第七部分是结论与展望。主要归纳“类隔代”家庭在教育中出现的客观问题，论述其产生机制，并对“类隔代”教育提出展望。
最后，该研究部分调查数据主要依托《国家社会科学基金项目《“512”地震后再生育小孩及家庭可持续发展研究》（基金号：12BRK021）进行，并得到该项目大力帮助。
关键词：因震失独 再生育家庭 “类隔代”教育 问题 对策 “5.12”重灾区 映秀镇
Abstract
“5.12”Wenchuan earthquake has been the most destructive naturaldisaster which has had most casualties since the founding of new China.Theearthquake not only caused tens of thousands of lives and property losses,but alsocaused a huge trauma in the affected areas. In the“5.12”earthquake, 69227 people werekilled,the number of disabled people is to reach374643 , and the number of Child-lostfamily of earthquake reached more than 8000.After the earthquake,the lost alone groupwhich faced with the serious trouble in the aspect of family reconstruction drew greatattention of state and society.So the government launched“Reborn babies”care policyto encourage Child-lost family of earthquake to give birth, and timely obtained a goodsocial effect.However, the average age of parents who give birth is above 40 years oldunder the policy.Namely:There is great age difference （> 40 years old）between parentswho give birth and children,that has exceeded normal family age difference.Familyfault age structure forms “similar across generations”families.As the policy for eightyears,most reborn children have entered the stage of preschool （the biggest childreached 7 years old），but because of“similar across generation”huge agedifference,reborn babies families have to bear the dilemma of education between“inter-generational education” and “parent-child education”.
Although “analogs cross-generation family” is a new group which is derived fromthe special policy of the“5.12”earthquake,and is the “5.12”unique family phenomenonin the affected areas.Faced with the“two-child”policy that was formally implemented,and combining with the current our country aging of population and the serioussituation of high education cost,moreover as the “original single family”continues tothe “second child birth”family, “analogs cross-generation family”will be common.So“analogs cross-generation” education will be social problem that we have to focus onand to be solved.
This study puts the Yingxiu town of Wenchuan county as the main research areaand regards reborn babies family as the research object. This study is also through thequestionnaire survey and field interviews to collect real data,to analyze and research“analogs cross-generation” education status and problems existing in the educationdevelopment of in-depth.The survey puts out:Along with the policy implementation foreight years,there are a lot of problems on“analogs cross-generation”children who haveentered the stage of preschool in the“analogs cross-generation”growingenvironment,including: psychological gap, economic gap, lack of education ideas andbackward, lack of emotional communication, high expectations, and so on.In aword,family education situation is not optimistic.
To sum up, the paper mainly is divided into the following six chapters to discussthe research topics:
The first chapter is introduction.Mainly introducing the selected topic background,research purpose of this study, the research significance, research status, research ideas,research content, methods and paper innovation points and deficiencies.
The second chapter is the theoretical basis of this study and relatedconcepts.Mainly introducing the paper involving the related theory of education, andclassifying these theoretical induction into review, mainly includes the educationpsychology theory, the family system theory, behavioral learning theory, and everygeneration of education theory.
The third chapter is to introduce “analogs cross-generation”status in Yingxiutown.This chapter mainly introduces the worst-hit areas affected scope and populationlosses, and to bear family education present situation of field investigation, summingup the characteristics of class and family.
The fourth chapter focuses on Yingxiu town and the problems existing in theeducation.First of all, “analogs cross-generation”family huge age difference, economicstatus, and education three aspects the empirical investigation, case interview to familymembers, and collates them into case;Then, in view of the collected data and typicalcase effectively,analyzing the present situation of family education, and summarized inthis paper, the“analogs cross-generation”family potential problems in familyeducation.
The fifth chapter mainly aims at the cause of the potential problems of “analogscross-generation”education in logic comb, in accordance with the internal and externalfactors that affect family education gradually in-depth analysis, elaborated “analogscross-generation”education the influence factors of family education problems.
The sixth chapter is aims at “analogs cross-generation”education problem of“5.12” hard-hit Yingxiu town,and puts forward the countermeasure proposal.Thischapter puts forward feasible suggestions mainly from the government, school, familysetting out three education subjects .
The seventh chapter is conclusion and prospect.Mainly summarized “analogscross-generation”education problems and roots, and put forward outlookabout“analogs cross-generation”education problems.
Finally, the research part of the survey data is mainly relying on the nationalsocial science fund project《Research on sustainable development of reborn babiesfamily after the“5.12” earthquake 》 （fund number: 12BRK021）， and getting theproject's help.
Keywords Child-lost family of earthquake; Reborn babies family; “Analogscross-generation” education; Problems; Improvement measures; “5.12” earthquake;Yingxiu Town
目 次
摘要
Abstract
目 次
1 绪论
1.1 研究背景
1.1.1 “5.12”大地震概况
1.1.2 震后“再生育”关怀政策出台
1.2 研究目的
1.3 研究意义
1.3.1 理论意义
1.3.2 现实意义
1.4 研究现状的综述
1.4.1 国外研究现状
1.4.2 国内研究现状
1.4.3 文献评述
1.5 研究思路
1.6 研究内容
1.7 研究方法
1.7.1 文献研究法
1.7.2 问卷调查法
1.7.3 个案访谈法
1.7.4 观察法
1.7.5 数理统计法
1.8 创新点与不足
1.8.1 文章创新点
1.8.2 文章的不足之处
2 相关概念及理论基础
2.1 相关概念界定
2.1.1 家庭教育
2.1.2 亲子教育
2.1.3 隔代教育
2.1.4 “类隔代”教育
2.2 理论基础
2.2.1 人口再生产理论
2.2.2 儿童心理发展与教育理论
2.2.3 隔代教育理论
2.2.4 农村教育理论
2.2.5 社会权利贫困理论
3 “5.12”重灾区再生育家庭“类隔代”教育现状
3.1? 重灾区概况
3.2 重灾区“类似隔代”家庭教育的现状
3.2.1 “类隔代”家庭的基本情况
3.2.2 “类隔代”教育施教主体的基本情况
3.2.3 “类隔代”家庭教育观念的调查
3.2.4 “类隔代”家庭教育内容的调查
3.2.5 “类隔代”家庭教育行为的调查
4 “5.12”重灾区“类隔代”教育存在的问题
4.1 巨大的年龄差导致心理代沟
4.2 经济缺口产生抚养“青黄不接”局面
4.3 家庭教育内容片面，教育方法（观念）陈旧
4.4 缺乏情感沟通与引导
4.5 对孩子寄予高期望值
5 “5.12”重灾区“类隔代”教育影响的原因分析
5.1 家庭客观因素对“类隔代”家庭教育的影响
5.1.1 家庭结构
5.1.2 家长劳动时间
5.1.3 经济条件
5.1.4 父母文化素质
5.2 家庭主观因素对“类隔代”家庭教育的影响
5.2.1 亲子关系
5.2.2 教育期望
5.3 家庭外部因素对“类隔代”家庭教育的影响
5.3.1 幼儿教育
5.3.2 社区环境
6 “5.12”重灾区“类隔代”家庭教育的对策性建议
6.1 政府推行“人口再生育”延续政策，减轻再生育家庭后续成本
6.2 政府加大教育投入，完善办学设施，开展家庭教育培训
6.3 促进家校联系，提升家长监护素养
6.3.1 加强家校联系，及时沟通交流
6.3.2 进行家长培训，提升家长监护素养
6.3.3 开展亲子活动，加强亲情教育
6.4 加强管理，弥补“类隔”孩子家教空白
6.4.1 加强假期管理
6.4.2 健全监督体系
6.4.3 重视心理辅导
6.5 家长要重视家庭教育，自我提升家教水平
6.5.1 加强与孩子、学校的沟通联系
6.5.2 自主学习家教知识，提高自身修养
6.5.3 改良习惯，发挥榜样作用
7 结论与展望
参考文献
致 谢
