胎教应该讲科学——对新式胎教的质疑

古代中国和西方都有胎教之说。倡导胎教主要是要求怀孕的母亲处在某种生活环境、受某种教育、保持某种情绪、吸收某些营养来间接地影响胎儿，以确保胎儿正常生长发育。这种传统的胎教可以称为“母教式胎教”、“间接胎教”。现代科学证明，妇女在孕期中的情绪、营养、疾病以及生活中的各种有害因素，确实能影响胎儿的发育，传统胎教因此有其合理性，应予重视。与此不同，近 20年来，西方的一些研究者在通过胎儿镜等现代手段对胎儿进行观察发现，胎儿对外界的声、光刺激已有一定感受能力，就有少数人极力主张对胎儿进行智力开发，直接教授胎…     

中国古代胎教经验及其现实意义

中国是世界上最早提出并实施胎教的国家,是世界胎教学说的策源地．中国古代十分重视儿童的早期教育,提倡“早谕教”,早至生命的胚胎时期即行胎教．尽管由于时代和阶级的局限,在中国古代的胎教思想中不乏有缺乏科学根据的论断,有封建迷信的色彩。有主观臆测的成分,但中国古代胎教思想中的胎教内容和方法确实也有很多有益的成分值得高度重视和认真汲取．     

贾谊的“胎教”思想

“胎教”指的是母亲通过自己的行为和心理调节对怀胎尚未出生的子女所进行的一种先天教育,目的在于培育优秀的后代。“胎教”的作用已为今天的科学研究所证实,其实我国很早就有人提出了“胎教”的观点。西汉时期著名的政论家贾谊是最早较为完整地提出“胎教”思想的人。     

关于胎教的种种假说

早在春秋战国时代,我国就有关于胎教的论述。据说周文王的母亲和孟子的母亲都曾对自己的孩子实施过胎教。南北朝时期和隋朝初年的文人学者、教育家颜之推在《颜氏家训》“教子”篇中写道:“古者圣王有胎教之法:怀子三月,出居别宫,目不邪视,耳不妄     

“不能让孩子输在起跑线上”——一个危害极大的奇谈怪论

据央视报道，一位小学一年级的学生，面对做不完的作业，发出了怀念幼儿园的感慨。小小少年已知愁滋味而开始怀旧，足令大人心酸。但我也知道，即便在许多幼儿园，儿童们也已不堪重负，被他们的父母拴在“早期教育”的战车上，学习十八般武艺，而且收费十分昂贵。更有甚者，将开发的主意打在了母亲的肚皮上，名日“胎教”，[第一段]     

来自大洋彼岸的斯瑟蒂克自然胎教计划

这是一位普通美国母亲的胎教经历的体会。这位母亲叫实子·斯瑟蒂克，曾就读于日本东洋短期大学英文专业，她的丈夫约瑟夫只有高中文化水平，是一位普通技术人员。然而，就是这样一对极为普通的父母，却创造了一项令人惊诧的智力奇迹：他们的四个孩子，智商都高达１６０以上，全都进入了全美５％的高智商行列。美国权威组织“ＭＥＳＡ”的心理学家阿彼·撒鲁妮女士曾这样评论道：“四个天才儿童都诞生在一个普通家庭，其概率要用天文数字来表示。”     

中国的家庭教育

中国的家庭教育北京师范大学陈帼眉中国的家庭教育有悠久的历史和良好的传统。历史上著名的家庭教育专著《颜氏家训》写于公元６世纪，距今１４００多年。从那时候开始，历代封建王朝都有这一类专著。中国传统的家庭教育是从母亲怀孕期开始的，即所谓胎教。近十多年来，中...     

重新认识胎教的智力开发功能

一、两种胎教近年来,胎教热在我国社会上和心理学、人口学、教育学等多个学科领域里正在升温：介绍胎教的文章、书籍、磁带陆续出版;新式的胎教方法不断推出;模仿美国做法的“胎教学校”也应运而生。虽然,胎教之说在我国古已有之,但传统的胎教理论主要遵循的是“外象内感说”,即遵循的是外界事物作用于孕妇,引起孕妇的生理或心理变化,并以此影响胎儿发育的学说。这类胎教实为母教,也可称之为间接胎教。母教式胎教论者倡导的主要是怀孕的母亲应有何种环境,受何种教育,保持何种情绪,吸收何种营养等来间接影响胎儿。现代科学证明,…     

胎教音乐并不那么“神”

要想培养造就一个优秀的孩子,必须首先要“生育”一个素质优秀的孩子。这是那些“准”父母们梦寐以求的。于是,就想到了胎教。说到胎教,在我们中国是具有非常悠久的历史     

胎教ABC

胎教是一个既古老又年轻的课题,古代中国传统医学中就记载有养胎、护胎的知识,认为胎儿在母亲体内能接受孕妇言行的“感化”。现在,国内外大量研究证明胎儿在子宫内是有感觉、有意识、能活动的一个“小人儿”,能对外界的触摸、声音、光照等刺激发生反应。胎教是一种微妙的教育方法,能达到促进胎儿身心健康的目的。     

语文的智力因素与素质教育

语是与人的心灵贴得最近的学科，最具有教育价值，所以语教学最根本的立足点，应该放在培养学生完善的心智、塑造学生完美的心灵、提高学生综合素质上。首先，语的智力价值主要表现在思维结构的完善性上；其次，语的智力价值还表现在丰富的创造性因素上；最后，语要全方位培养学生的综合素质。     

母亲教育品质与幼儿安全感的形成探析

幼年期是个体安全感形成的关键时期,母亲的教育品质对幼儿安全感的形成与发展有着重要的影响。母亲教育品质是母亲在学前儿童家庭教育活动中表现出来的思想、认识、人品等方面的稳定特质,主要体现为母亲的责任感、敏感性和爱。提升母亲教育品质,促进幼儿安全感形成的途径为:增强母亲责任感,发展幼儿安全依恋;提高母亲敏感性,满足幼儿合理需要;引导母亲施爱有度,建立幼儿基本信任感。     

The Social Competence of Children Born Prematurely: Effects of Medical Complications and Parent Behaviors

36-month-old, full-term children (n = 21) and low-birthweight (LBW) children of high (n = 25) and low (n = 23) medical risk status were observed in interactions with mothers in teaching and social context. Child compliance, self-directed behaviors, and problem behaviors were evaluated as well as associations among aspects of children's social competence, mothers' behaviors, and context factors. Degree of medical risk was associated with impairments in children's self-directed behavior and quality of response to maternal directives. Mothers of LBW children showed a smaller proportion of behaviors that provided choices compared to mothers of full-term children. Medical complications, children's cognitive status, and mothers' interactive behaviors were significantly associated with LBW children's social competence. Results of regression analyses suggested that mothers and LBW children influence each others' behavior in ways similar to mothers and full-term children in both teaching and social contexts.     

Maternal Autonomy Granting: Predictors of Normal and Depressed Mothers'' Compliance and Noncompliance with the Requests of Five-Year-Olds

Maternal compliance and noncompliance to child requests, thought to represent an autonomy-granting aspect of socialization, were studied in 24 well mothers and 26 mothers with a history of depression and their 5-year-old children. Mothers continued to retain substantially more power than children in the control process. There were no differences between normal and depressed mothers in the extent to which they granted or denied their children's requests, but the determinants of maternal autonomy granting differed in the 2 groups. Depressed, but not well, mothers' responses to child requests could be predicted from their self-reported mood prior to the interaction and from the concurrent child's behavior. Depressed mothers who reported negative mood and whose children were uncooperative most often denied their requests. Depressed mothers' noncompliance to their children's requests was determined by the quantity rather than quality of their children's behavior: they did not discriminate between skillful and unskillful forms of the children's autonomy expressions.     

母亲在亲子阅读中的语言运用特点分析

本研究探讨的是母亲在与幼儿共同阅读图画故事书过程中的语言运用状况.研究发现,汉语儿童的母亲在亲子阅读中表现出与情境基本相适应的言语倾向,能够采用比较丰富的言语形式来激励儿童阅读.研究同时发现,母亲提问频率过高会对儿童的阅读产生消极影响,因此,适当控制母亲提问的数量和关注母亲提问的导向,是提升亲子阅读教育水平的可行措施.     

论儿童素质教育中社会适应素质的培养

儿童社会适应素质的培养是儿童素质教育的一个重要组成部分,是促进儿童社会性、个性发展的重要途径,是儿童素质教育的一个新的基点,其核心是关键是师幼关系中儿童主动性的培养。     

Children's Interventions into Family Conflict: Links With the Quality of Sibling Relationships

The goals of the present research were: a) to characterize children's interventions into disputes involving mothers and siblings, b) to examine symmetry between siblings' intervention behaviors, and c) to investigate how children's conflict interventions were linked to the quality of sibling relationships. During home observations of 50 families observers audiotaped family conversations, including conflicts that simultaneously involved 33-month-old younger siblings, their elder siblings and their mothers. Siblings' interventions most often concerned rules of the house, and were most likely to occur when mothers were not upset. Opposition was the most common strategy for both siblings, however alliances were asymmetrical, eldest siblings offered greater support to younger siblings. Alliances between siblings were linked to more harmonious sibling relationships. Results were discussed with regard to children's responses to anger and conflict in the home. The development of mediation skills within the family and their implication for family relationships was also considered.     

母亲受教育程度对子女素质的影响

人口素质包括身体素质，科学文化素质和思想道德素质。子女素质受各种因素的影响。母亲受教育程度对子女素质有显著影响。母亲受教育程度越高，子女的身体素质、科学文化素质和思想道德素质也越高。女性教育不仅可以促进子女素质的提高，还能促进全民族素质的提高。     

Maternal Literacy Beliefs and the Quality of Mother-Child Book-reading Interactions: Assoications with Children's Early Literacy Development

This study examined the relation among mothers' literacy-related beliefs, the home literacy environment, the quality of mother-child book-reading interactions, and children's development of early literacy skills. The participants of this study were 60 mothers and their 4-year-old children. After controlling for mothers' educational attainment, mothers' literacy beliefs were positively related to the quality of home literacy environments and the instructional and affective quality of joint book-reading interactions. The quality of children's home literacy environments and mother-child joint book-reading interactions was related to children's development of early literacy skills. Findings are discussed in relation to the importance of understanding the connection between parents' literacy beliefs and behaviors in designing effective literacy interventions and creating school and family literacy connections.     

3～5岁儿童母亲关于儿童自主观念的研究

自主性对儿童个性和社会性的发展至关重要,3~5岁是儿童自主性发展的重要时期,母亲观念对儿童自主性的发展影响很大。本研究以3~5岁儿童的母亲为研究对象,采用开放式问卷对193名母亲初测,在此基础上形成封闭式问卷对461名母亲再测。问卷调查结果表明,2/3的母亲重视儿童自主性的培养;2/3的母亲对儿童自主性内涵的理解不全面;母亲关于幼儿自主范畴的观念呈现领域差异,通常倾向于在健康、安全、道德与礼貌领域对孩子进行规范,而在个人领域让孩子拥有较多的自主权。