The Empirical Study On Father’s Participation In Family Education

In recent years,the status and influence of father’s role in family education has attracted extensive attention.Many researchers say that the positive influence of father’ s role on children is essential for children’ s growth stage.Since the 1940s,foreign scholars have begun to focus on the role of father:they redefined the role’s responsibility of father,and they confirmed the father role’s positive impact in family education by domestic and foreign researchers.The research on the status quo also generally reflects the phenomenon of "father losing his position".In order to deeply understand the current situation of fathers’ participation in family education in S district of Qingdao.Empirical study in this paper concentrates on the father participation of children who are three to six year old in family education using questionnaires method and interview method for analyzing the existing problems and offering the rationalization proposals.Through reading the literature,the author summarizes the seven dimensions of father’s participation in family education:life care,regular education,discipline,emotional expression,encouraging learning,indirect investment and self-learning.Through the analysis of the collected effective questionnaire data,the author draws the conclusion that the level of father’ s participation in children’s family education in the surveyed families is in the medium level,and the most participation way is indirect support,while the direct content such as daily care is less connected with.The interview starts from two perspectives:evaluate the father’s performance in reality from the perspective of 5-6-year-old children,and compare with the ideal father in the child’ s heart;analyze the specific aspects of the lack of fatherly love and the attribution of difficulties from the perspective of three fathers themselves.Through interviews,it is learned that children care more about their father’s character and temperament,and like a "democratic"father who has affinity,humor,gentleness and allows himself to do what he likes;but in reality,most of them are "strict father" images with less company and bad temper.From the evaluation and self reflection of the three fathers on their participation in education.The difficulties of participating falily educations has reasons.Fathers are always busy for their works and there was no time to educate their children.This is the main reason.there are differences in parenting ideas between their families,lack of patience or carelessness,and their own lack of effective parenting knowledge or experience,but their own learning motivation is insufficient.Aiming at these problems,we use the cases of outstanding fathers in life.This paper offers some suggestions to promote participation of father in family education.First,increase the frequency of father participation in family education,including multiple ways of accompanying children,making full use of small time to increase communication;second,improving father’ s awareness of the importance of family education responsibility,including increasing legal support for family education,family members The third is to enhance the father’s attention to children and the mother’s support for father,including paying more attention to children’s emotional response,increasing appropriate emotional expression,constantly self-learning,and husband and wife’s cooperation.The above countermeasures hope to inspire more fathers to participate in education in life or to promote fathers to participate in education.