祝孩子们天天健康快乐！

标题: 【原创】美国的家庭学校与我国传统私塾散论袁鸿林 [打印本页]

作者: huge57 时间: 2005-3-10 05:10
标题: 【原创】美国的家庭学校与我国传统私塾散论袁鸿林
1 美国作为当今世界的No.1，在各个方面都会引起全世界的注目和研究了解的兴趣。国人日下大概都会在不同程度上认同“科教兴国”的作用，那么，美国的科教对当今美国国势的强盛，究竟起到何种作用，有何具体的经验值得我们借鉴？这实在是一个太大的题目，我有点害怕，先从小的做起吧。先谈教育，而且选一个小一点的题目：美国的家庭学校。我这样做，一则是自己的兴趣，二来也是想引起同好者的共同参与，所谓“抛砖引玉”也。由于我的时间比较零星，所以，也只能一边了解，一边讨论，浅薄和错误自当难免，欢迎大家指教。是为开场白。 2 美国的家庭学校，也有译作“在家上学”，以有别于一般所说的“家庭教育”。在英文里作：home schooling, home education, home educating(children)等。能看英文的朋友，可以在网上用这些词语进行搜索，可以找到很多资料。美国的“家庭学校”不同于传统的家庭教育，它是指适龄儿童少年不在公立或私立学校接受教育，而是在自己的家中接受符合教师条件的父母或专门的教育人员有计划有目的的教育，在家中完成初等教育的学习课程。而且更有意思的是，在社会融入这方面，家庭学校的学生似乎比学校学生在总体上也更胜一筹。所附赵立芹的文章对此略有提及。这方面美国近年来就有很多的研究和资料。比如有一位就以这方面的专题研究获得了博士学位，他的名字叫：Larry Edward Shyers，他的论文是：Comparison of Social Adjustment Between Home and Traditrionally Schooled Students,长达299页。有很多人对我的质疑，最集中的是如何解决家庭教育中的社会融入问题。我曾说过，我的教育也有社会融入的内容，而且我相信，我可以做得不亚于现在的学校。美国家庭教育方面的经验就是一个有力的旁证。 3 虽然，家庭学校在美国历史上应当早于近代意义上的正规学校。但我们现在所谈论的家庭学校，一开始就是作为主流教育——现代学校体制的对立物而产生的，而且是作为一场基层的教育运动，于20世纪60年代后期正式掀起，迄今也仅半个世纪的时间。在1986年，估计约有20万的孩子在家学习。但到目前，已发展到约有200万，而且，其发展势头仍然十分强劲，近四五年来，每年以7%的速度在迅速递增。若单从速度来讲，家庭学校教育无疑已成为美国教育样式发展最为迅猛的一块了。不仅如此，美国的家庭教育观念和模式，已开始对世界范围内的教育产生一定的影响。我在提出现代私塾模式，可有益地作为我国现行主流学校教育模式的非主流补充时，既考虑到我国历史上私塾的传统价值，也曾拿美国的家庭学校作为现代观念的参照系。纵观半个世纪来美国家庭教育运动的发展轨迹，确实能给我们很多有益的启示。尤其是从总体上看，美国社会对这场运动，能够用一种民主、包容和务实的态度来理解和对待，是非常值得赞赏的。 4 那么，为什么家庭学校能够成为气候呢？当然是因为学校令人失望。有观念上的问题，比如宗教信仰，政治信仰的取向；有民族问题；但更多的是对学校制度和教学方式、教学方法的不能认同，对学校环境的担忧，家长们想给孩子提供一种比学校更适合于孩子个性发展的教育。有趣的是，根据最新对这些经过家庭教育至少七年以上的孩子，所作的具有社会统计学意义上的研究，很有说服力地证明了，总体上家庭学校出来的孩子，在学业方面远比学校学生强。 5 在研究美国家庭学校时，我认为最突出的是美国人的务实精神和包容精神。家庭学校在六十年代出现后，因为它是作为学校教育的对立物而出现的，势必会遭到极大的反对。但它却在争论中发展起来，当它的实际效果逐渐显露出来后，社会舆论也就更为宽容。当初却也有争持不下而上法庭的案例。直到1993年，在全美国的所有五十个州，都确立了家庭学校为合法的法律，用了二十多年的时间。我想，美国文化的多元性、个性的崇尚、自由精神所汇聚而成的那种务实、包容精神，是可以通过这个案例得到验证的。我们国人对于现今的教育，有那么多的不满。如果搞个投票，我想会有一亿以上的人会否定现在的教育体制。但是大家都会满足于骂骂娘而无所作为。确实，在中国要改变一点什么是太难了。其实，体制内解决不了的，完全可以从体制外去想办法。这就是中国的改革告诉我们的一条最朴实的道理。在教育上，我们千家万户的父母，完全有能力来给孩子创造一种比现今教育更好的教育。在这一点上，美国的家庭学校和我们的传统私塾，对我们会有很重要的启示。 6 我也记得FM曾提到过美国的homeschooling，这个话题对我们颇有借鉴意义，希望FM加入讨论。FM因为担心不好解决孩子的社会化问题，不敢把孩子接回家来。但从美国的经验看，家庭教育完全可以解决这个问题。而且从某种角度讲可以解决得更好，无非是因为家长充分重视，而且孩子离开学校后有充分的时间可以直接地介入社会；而所谓学校，在理论上讲，除了学生群体的社会性，只能折射社会，并不影响离开学校的孩子直接地接触社会。我看现在的学校脱离社会的倾向日益严重，还不如毛时代的学校。对那些所谓的专家为我的孩子离开学校而担心其缺乏社会性，我从内心觉得他们是有点滑稽的。 7 确实，美国家庭学校的很多家长学历比较高，而且也有时间。但从很多个案看，有些父母并不是高学历的，也做不到完全全职。但他们有很好的氛围和支持系统。在同一个社区里，有几家孩子在一起学的，几个家长联合起来，分工合作。有关家庭学校的组织、网站、杂志、课程以及各种课程的家教老师等等，应有尽有。这就为很多家庭学校的进行给以了有效的支持。我在想，主要的问题还是观念。观念到位了，很多问题是可以解决的。 8 无论是美国的家庭学校还是我国的传统私塾，能吸引人的另一重要性，就是他们的成本，都要远远低于学校教育。据一美国研究家庭学校学者的说法，美国的家庭学校学生只花了大概十分之一学校学生的费用。因此，家庭学校运动的发展，倒使美国政府节省了教育开支。现在已有美国人提出，美国政府应该向实施家庭教育的家庭返还部分缴税。至于私塾的成本远远低于现在的学校，似是不用证明的事实。钱的问题肯定是中国教育必须考虑的大问题。少花钱，多办事，办好事，无论如何是中国教育应当追求的。 9 我国几千年的私塾传统，到了新中国诞生，就被切断了。近年来似乎有人想要复兴它，但从媒体报道的情况来看，又都只是与读经相联系，缺乏时代感和科学性，不理想。我提出现代私塾的观念，至少具有以下内涵：1，虽然可以传承传统蒙学的合理精华，也主张读点经，但反对照搬传统的私塾；2，教学内容无疑应以现代自然科学和现代人文学科为主体；3，应当鲜明地倡导个性化全面发展的宗旨，在学科基础较全面的平台上，积极倡导自主自由学习、研究性学习、应用性学习，直接面对社会与实践；4，具有超前性。此帖由 huge57 在 2005-10-12 22:56 进行编辑...

作者: huge57 时间: 2005-3-10 05:22
附录1
在家“上学”行不行？

魏道培编译
　　
　　在美国，越来越多的家长拒绝把孩子送往学校；相反，他们纷纷从互联网上下载教材和软件，让孩子在家里接受教育。教育家们却担心，这种教育方式会使社会付出惨重代价。

　　自从有了互联网，越来越多的家长把自己的孩子关在家中自教自学，他们从互联网上下载资料和软件。采取这种教育方式的家庭目前虽然很少，但却在迅速增加，甚至一些很有身份、地位的名人也这样做。一些家长认为，学校的教育效果远不及网上开办的学校。

　　布丝曾是好莱坞的演员，她和丈夫6年前就决定，让他们14岁和7岁的两个儿子在互联网上学习，并且他们还在家中开办了自己的互联网学校并招有40名学生。他们认为，现在的中小学远不及网上学校。洛杉矶郊外有一个名叫金希的母亲，她拒绝把7岁、9岁和11岁的3个孩子送往学校读书，而是自己在家中为他们授课，然后根据孩子的爱好，让他们自己选择专业。学完小学课程后，这3个孩子就整天在野外捕捉昆虫，在家摆弄捕获的猎物，他们甚至建有数个自己的昆虫标本室。现在他们都可称为昆虫专家了。另一名叫乔易斯的母亲，10年前发现她的大孩子在学校惹祸后，就再也不让他上学了。她在家中无师自通地当了孩子的老师，除数学和音乐需聘请家教外，乔易斯一律自己给孩子上课。她说，"只有家长才知道孩子最需要学些什么。当然，家长不可能是全能冠军，但现在有互联网，有专业性很强的家庭教师，这些已向孩子提供了足够的学习条件。"

　　在历史上，乔治·华盛顿就是在父亲的农场里接受初级教育的，英国女王伊丽莎白二世也是在白金汉宫内完成学业的，美国前总统罗斯福仅上过几个月的学，他的初等教育和高等教育也是在家中完成的。美国大发明家爱迪生12岁就被逐出了学校，随后通过自学走上发明之路。

　　1993年，父母自教自养的法案在美国50个州均获通过。从此，家长在家中承担孩子从幼儿园到大学的所有课程的教学任务被视为合法。如今，美国常年有150万儿童在家中接受教育。美国最近的一项民意测验表明，有59％的家长认为，让孩子在家接受教育的效果比上传统的学校好。美国家庭教育研究院院长认为，"如今，让孩子在家学习已为社会所认同。"有许多家长认为，现行的教学和教科书已远远落后于孩子发展的需要。

　　此外，美国中小学发生的暴力事件有增无减，家长更担心孩子在学校受吸毒、酗酒、性犯罪和凶杀的影响。据美国佛罗里达州的教育官员透露，家长主张孩子在家学习的最主要原因之一，是孩子在学校不"安全"。家长深信，他们对孩子因材施教的能力并不比学校的传统职业老师差。他们更倾向于根据孩子的爱好和兴趣让他们自己在网上选择学习科目。

　　数年前，美国的学校和老师还是很受人尊重的，而如今，几乎多数美国家长已拥有大学学历，他们把自身的命运与信息紧紧地联系在一起，对在学校发生的暴力、强奸等犯罪案件深恶痛绝，所以让孩子在家中学习更安全可靠，且更有效。

　　但是，在家接受教育的趋势受到越来越多认可的同时，专家们却担心孩子可能会失去只有在学校才能学到的技能。他们认为，孩子应该在三方面是成功的，即学会生活、学会学习和学会做人。而这种合三为一的"家庭承包"式的做法必定带来诸多问题。许多教育家则认为，各个地方当局有责任把当地的孩子培养成为有用之才。一旦家庭教育失败，那么社会将为此付出惨重的代价。因为，在教育方面，任何一个家庭都不可能面面俱到地做好教育工作。然而，许多家长却固执己见，他们认为家中的学习条件比学校更好。他们不但可以因材施教，而且可让孩子轻轻松松地从因特网上获取知识，大量的教育软件完全可以填补家庭学习的不足。

　　家庭学校为我们描绘了这样一幅图景：孩子坐在厨房里的饭桌旁读书，父亲或母亲一边做家务一边指导孩子，或是家庭教师为孩子授课。然后家人一起外出度假观赏大自然，甚至一起捕捉动物标本。在阿拉斯加州有这样一位15岁名叫凯特林的小女孩。她从来不到学校读书，可她在家中已学完中小学的全部课程，整天与一位生物学家一起研究秃鹰。据说，她通过秃鹰已了解了许多鸟类的生活习性，她创建了自己的工作室，制作了许许多多的鸟类标本。她对记者说，"我在这里需要学习的东西太多，根本没有时间上学。"不可否认，家庭学校可使孩子有尽早接受专业教育的机会。根据孩子的家庭条件，他们有机会上舞台学习舞蹈，此外他们还可参加许多其他专业课程的学习，诸如科学、自然和历史等，与成人在一起讨论问题，一起参加社会活动等。许多家庭学校还向公立学校求助，借用试验设备等。许多社区的学校的图书馆也向在家学习的学生开放。在美国一些州，一些学校专门为在家中学习的学生开放图书馆，在家学习的学生可以到学校去听课，甚至参加学校的活动。在华盛顿州和依阿华州的教育机构还专门为在家庭学习的学生和家长设立教育资源中心。在加州，许多学校与家长签订协议，学校仅向学生提供教材和实验室，孩子在家中学习，在学校参加考试，学生每月上学一次，让老师检查其学习进度和质量。

　　即使这样，专家仍担心孩子的学习，因为他们很难看到孩子的学习成果。为此，美国哈佛大学专门设立家庭学校学生入学监考制，以监督进入哈佛大学的家庭学生是否合格。哈佛大学家庭学校监督官员说，"10年前，如果新生没有中学的学历，我们肯定不会让其进入大学深造的，而现在我们看重的是新生的素质。"据调查，在美国，大约有20％的家长的教学素质超过了学校的老师，有83％的家长认为，孩子在家学习和在学校学习具有同等效果。专家认为，在家庭教育和学校教育中，受教育者和教育者的关系不同，在家庭中孩子与家长有着紧密的关系，却让孩子与社会隔离开来。而另一些人则认为，如果家长经常把孩子带出去参加诸如球赛之类的社会集体活动，那么就可避免这个问题。

　　我们应该相信，孩子最终要走入社会，成为社会的一员。这种家庭教育方式当然可以让孩子免受不良的社会影响，但从生理和心理的角度看，孩子也有可能会对家中的教育感到厌烦。对此，家庭学校与社会学校谁是谁非尚难定论，其中最重要的是，家庭学校是否真能激发学生的学习热情，是否能使他们获得最大的学习效果。

作者: huge57 时间: 2005-3-10 05:23
附录2
贴一篇网上找来的原文，能读英文的可以感受一下：

Homeschoolers get social as more families go non-public

By CAROLYN NORTON : The Herald-Sun
[url=mailto:cnorton@heraldsun.com">cnorton@heraldsun.com[/url]
Feb 17, 2005 : 11:06 pm ET

CHAPEL HILL -- Trash everything you think you know about homeschooling.

Forget the images of a small family sitting around a table, working out arithmetic problems. Toss out the thought of children whose only friends are their parents, brothers and sisters.

Today's homeschoolers say they are nothing like that.

The kids meet regularly with other students for classes and activities. They have extensive networks for support groups, sports and clubs.

"Most people don't home-school in a vacuum," says Julie Woessner, who has taught her two daughters from their house in Hillsborough for seven years. "

eople have the notion that we're weirdos, sitting around a kitchen table. We're not."

Woessner and her husband decided to teach Mary, 15, and Grace, 12, after discovering Mary wasn't being challenged in her public school. She'd finish her work early, then sit, bored, as the other students caught up.

Then when Grace attended traditional school for kindergarten and first grade, she learned to do "just enough work to get by," Woessner said. Grace wasn't interested in challenging herself, or learning more.

Once the Woessners began learning at home, they never looked back.

"The reality is, now we just don't move on until my kids get it," Woessner said of the individualized instruction she gives her kids. "From our standpoint, if I were looking to put Grace in school, she'd be in seventh grade. But she'd be bored silly. She's just not designed to learn like that."

About 60,000 children across North Carolina are "not designed to learn like that" as members of 30,000 home-schooling families, according to 2003-04 data from the state's Division of Non-Public Education. That's up from 9,000 students just 10 years ago.

In Orange County alone, there were 263 home-schooling families last year. Durham had more than 500.

When families choose to home-school, they must register with the state and submit attendance records to the Division of Non-Public Education.

In 1984, when it was formed, the Christian Homeschool Association of Greater Durham was the only group of its kind, and had 35 families as members. Now, nearly 120 families belong.

And that means more classes, activities and opportunities for connections with other families, said Ingrid Towey, the association's chairwoman.

"Sometimes I think I need to clear my social calendar," said Towey, who lives in Durham. "There are so many people home-schooling, you could spend every day in the car going to see them."

Towey's three children, 10, 7 and 4, attend Bible study, art and history classes and sports. The kids take dance lessons and practice karate. The association itself offers monthly enrichment, a time of fellowship with activities and playtime for the students and parents.

And, no, the Toweys' decision to home-school wasn't based solely on religion.

"I just thought it was the best thing for our children, to allow them to learn at their own pace," Towey said. "It allows them to bolster their weaknesses, and run with their strengths. Yet it very much feels like God has called us to home-school. He has enabled us to home-school."

But most families do home-school for religious reasons, more flexible academics or social concerns, said Hal Young, president of North Carolinians for Home Education.

"Most families, if you talk with them, will pick one as the main reason, but admit they've considered all of the above," Young said. "My wife and I are Evangelical Christians and want that to be reflected in our children's education, but we're definitely 'all of the above' in the fuller scheme of things."

More than two-thirds of home educators are involved in a state or local organization, or both, Young said.

"Home-schooling is an individual activity, but it's not solitary," he said. "The support is key."

Grace and Mary Woessner, meanwhile, play basketball on several teams, both with other home-schoolers and traditional students. They take French, and have studied biology and drama. They're learning speech and debate from their mom, who used to work as an attorney. She teaches a class on the subject to a group of home-schoolers.

When Mary became interested in Shakespeare, she and her friends studied his plays, even having a sleepover party where they performed a show for their parents in the morning.

The desire of home-schoolers to participate in group activities came into the public eye last winter, when Chapel Hill parent Inger Evans pleaded with the Chapel Hill-Carrboro school board to let her home-educated son play baseball on the McDougle Middle School team.

The board not only said no, but also strengthened its policy forbidding non-students from participating in sports, clubs or other school activities.

At the time, district officials said non-students wouldn't be subject to the same rules as students, and allowing them to play could prevent enrolled students from having slots and take away from team spirit.

"Our first obligation ... is to the students who attend our school system," Superintendent Neil Pedersen said last spring.

As a general rule, school systems across the state do not allow home-schooled students to participate in school-based activities.

Because of such policies, North Carolinians for Home Education is working to develop its own leagues, said Nadine Woods, co-leader of the Chapel Hill Homeschoolers, a group of about 130 families. And families who want a special class or club they can't teach pull them together themselves, she added.

"Whenever a mom sees something she needs, she does it or finds it," said Woods, who home-schools her 17-year-old son. "There are a couple of moms who have classes organized. They have a literature class this year, and they have a speech and debate class, which is great."

作者: huge57 时间: 2005-3-10 05:26
附录3
谈到私塾，介绍一篇文章，也许能给不熟悉的朋友做点参考：

私塾教学方法的现代价值

华中师大教科院　熊贤君

　　私塾是中国传统教育的重要组织形式之一。新中国成立后私塾基本退出历史舞台。过去，人们对于私塾的教学方法几乎是一概否定，将其全部教学方法都归结为“死记硬背”“鞭笞体罚”等，否定其教学方法具有现代价值，这无疑有些以偏概全。私塾的历史悠久，对于中华文化的形成及传承发挥过较大的作用，对于今天继承和弘扬中华传统文化，促进教学方法改革和全面实施素质教育，仍然具有现代价值。

　　一、寓道德教育于教学过程之中

　　私塾中一般没有干巴巴的道德说教，大都不脱离具体的教学内容大谈什么道德理论，而是将思想品德教育置于具体的知识传授过程之中，使学生既接受了文化知识，也受到了道德熏陶，做到知识、道德教育两相照顾。

　?私塾的塾师大多意识到，如单独抽出整个单位的时间进行道德品质教育，效果往往适得其反，而若将道德品质教育结合文化知识教学进行，则往往事半功倍。譬如，在讲授《四书》《五经》时，他们常常找机会进行道德品质教育。指出：“儒者，明体达用，讲求实学，不沾沾于辞章训诂，而独以风俗人心为己任。夫风俗之所以美，必由于教化，教化之所以兴，始于童蒙。”在介绍儒家的伦理道德思想时，趁机阐述自己的主张，说：“子与子言孝，弟与弟言悌，望而知其为义学中来也。”〔1〕据曾经就读于山西一所私塾的陈中老人回忆，他在刘法轲所办的私塾中读书时，先生常常结合课文讲读书为学，首当立志。陈中老人回忆说，先生教学中曾指出：“人惟患无志，有志者则无有不成。只要立下坚定弘毅的志向，不为利害、毁誉、苦乐所动，必能有所成就。若胸无大志，为利害流俗所移，必然做不成学问，办不成事情。”〔2〕陈中老人说，自束发读书以来，在众多老师之中，“惠我最深，影响最大者，则莫过于刘师法轲”。这说明刘法轲的寓道德教育于教学过程中的道德教育方法，使学生受惠无穷，终身不忘。据《晋中教育志》载，抗日战争时期，山西榆次县褚村“退一步斋”私塾塾师针对日军侵华罪行给学生选讲《国殇》《正气歌》《过零丁洋》和戚继光平倭的故事及其诗词。又针对日伪政权在农村横征粮食之事，出《对倭寇征粮有感》的命题作文。山西寿阳县育才私塾塾师王成庵老先生向学生讲授伟大祖国的历史文化遗产和几千年辉煌历史，潜移默化地在学生心中播下反帝爱国的种子，让学生懂得我中华民族决不会灭亡，我炎黄子孙从不容外欺侮。他在讲授唐代骆宾王的名著《为徐敬业讨武　檄》一文中的“请看今日之域中，竟是谁家天下”时，慷慨激昂，给予学生的绝不仅仅限于文章的本义，而是一种震撼人心的精神力量，在当时的青年一代心中种下了爱国的火种。

　?私塾这种注重在教学过程中进行道德教育的方法，能够收到专门作道德品质教育报告所收不到的效果，这使得道德教育内容较充实，摒弃了苍白无力的说教。由于道德教育和文化知识水乳交融，分不清到底是在进行道德教育还是文化知识教育，从而使学生铭刻在心，成为终身恪守的信条。

　　二、形成程序的书法教育方法

　　旧时有“字写得好坏是读书人的脸面”之说，又因为科举考试很强调书法，所以私塾中对于书法十分重视。数百年的私塾书法教育，形成了一定程序，每一步达到了什么程度，才能往下一步进行，都有一个比较客观的标准。

　?私塾有蒙馆、经馆之分，蒙馆相当于破蒙的初等小学。蒙馆的一门重要课程便是习字，这是一门必修课程。塾师教授学生习字，有一个不可错乱的程序，学生必须依序进行，不可躐等，不可颠来倒去。第一步是描红、涂影。其字体笔画由简到繁，如“上大人，孔乙己……”“一去二三里，烟村四五家，楼台六七座，八九十枝花”等。因为这些字是红影本，故叫描红。这些字有木刻的，也有先生手写的，学生便在红底上填黑。经过一段时间，改用透摹法，即用黑笔写就的影本，放在里面，用一张素纸蒙在外面，透影摹写，字体略小于一寸见方。第二步是临帖。待描红、涂影有一定基础后，学生渐在字旁“脱手”复写小字。学生能够“脱手”自书，便进入临帖，其帖多以颜、柳、欧、苏法帖为主，小楷练习同时进行。田梅村在《蔡甸镇的私塾学堂》中说，临帖习字，寸楷是临赵孟　的福神观碑帖，行书临的是米南宫，小楷临的是吴玉芝的字帖。每天早晨各人要写楷字48个和1张行书。中午要写360个小字，晚上还要自己练习小楷，第二天交塾师审查，如不交，教师就用戒板打手心。〔3〕第三步是写“米”字格，或者写“圆格”纸。塾师安排这一程序，主要是为了锻炼学生安排字的笔画的能力，使之能控制字的大小，使框架结构合理，笔画肥瘦适当。第四步是在白纸上印好的方格里写。这一步比写“米”字格又要难一些，因为格子在纸的下面，若明若暗，控制字的大孝笔划的肥瘦有一定难度。这一步过了关，就可以脱格写字了。

　?以上习字的四个步骤是循序渐进的，都在塾师的监控之下。塾师强调习字一定要执笔端正，学生在习字时塾师常常用轻巧的脚步巡视，如有执笔不端正的，立即加以纠正，甚至要施以轻度惩罚。为了便于学生练习，并使之长进快，有的塾师还将偏旁部首相同和形近、音同等易混之字集中归类，作为习字教材。边习字，边辨析。学生习字时，塾师巡视辅导，对笔画、笔顺、间架结构等习字要领和握笔、运笔、坐式、距离等习字姿势，均加以指点。学生学过的生字都必须照写或默写于大字行间，呈送塾师审阅。塾师对写字指导细致认真，要求十分严格，强调一定要一丝不苟。用打圈圈的办法评定优劣，以激发学生习字的兴趣。

　?以前读过私塾的人，一般都有一手好字，这主要是因为其在私塾读书时受过严格训练。中华书法饮誉全球，与私塾严格遵循程序进行书法教育有关。毋庸讳言，我国年轻一代科学水平有了很大提高，但书法水平却急剧滑坡，有些名人连自己的名字和工作单位都写不好，这与中华数千年文明史很不适应。因此，借鉴私塾书法教育方法开展书法教育是很有必要的。

　　三、从教学内容到教学方法大都体现了因材施教

　　一位教育家曾经说过，真正进行了因材施教，才算实施了教育。私塾实施的是个别教育，个别教育与因材施教有着千丝万缕的联系，由个别教育到因材施教只有一步之遥，有经验的塾师在对学生进行个别指导时，往往能根据学生的不同情况采取不同的方法进行指导。

　?因材施教在私塾得到较充分的体现。从教学内容上看，学生年龄不同，所学内容则各异，程度和难度也不同。5～9岁，所学的主要内容为《三字经》《百家姓》《千字文》《四言杂字》《增广贤文》等。在这一年龄段中程度较高的，加读《幼学琼林》《唐诗三百首》和珠算、记账等。年龄在10岁以上，且程度较高者，则授以《四书》《五经》试帖、制艺等科举考试的内容。对于初入塾者和已入塾有一段时间者所采取的教法也各不相同。对于初入学者常常是把学生叫到跟前，先生读一句，学生跟读一句；教完一个段落，先生反复领读几遍，再让学生回到自己的座位上诵读，读熟后再到先生讲桌前背诵，背得烂熟，没有错漏，先生再教新的段落。对于入塾已有一段时间的学生，教学则注重对课文的讲解，对新课文“开讲”后，学生必须“回讲”，即复述塾师所讲授的内容。作文的教学更注重因材施教。塾师对于学生的作文全收全改，批改十分仔细。常常将学生叫到前面来，进行面批，修改时运用连圈断句，对突出佳句加上连点的方法，标示精华或者创新肯定之点；篇篇都有眉批、总批，一一指出其问题之所在，错误的原因是什么等等，从而使学生每写一篇作文都有收获，批改后都有进步。这样做可以抓住学生在学习中所出现问题的要害，当面指正，学生可从中获取很大的教益。学生作文作诗时，塾师根据其生活经历和学业程度出题。对部分学生有时出对联，塾师出上联，要求学生对出下联，为下一步作诗打下“对仗句”的基矗塾师所出的上联，均根据学生的情况而定，程度稍低的学生，难度稍小；程度较高的学生，对上下联要费一番脑筋，既不至于使学生望而却步，能“跳一跳，摸得着”，也不至于使学生轻易得手，得不到锻炼。

　?由于私塾里的学生一般都比较少，塾师对学生的家庭情况、学业程度、思想状况都比较了解，因而便于因材施教。所以，在私塾的教学过程中，大多数塾师都能进行因材施教。如在批改学生作业时，发现学生有了进步，就在作业的批语中写下一些激励性的话；发现学生学习有一些退步，就思考其根由，设法补救；对于学生出现的某些偶发性事情，一些塾师还能够设身处地地从学生实际出发，寻求解决办法；对于学习有很大进步，家境又比较困难的学生，塾师还采取免交学费的办法，予以表扬鼓励。

　?私塾实施个别教学，进行因材施教有得天独厚的优势。而我们今天实行的是班级教学，一个班一般在50人左右，而且一般任课教师也不可能像塾师那样成天与学生泡在一起，但是，塾师进行因材施教时所采取的方法，应引起我们教师足够的重视。在教学、批改作业，或是一起开展活动时，对不同学生应区别对待，从学生的实际出发，培养学生对科学知识的兴趣和独创精神，以发展学生的个性，使他们既全面发展，又有个人的兴趣爱好及一技之长。

　　四、颇具特色的作文教学

　　由于私塾在学生作文方面重视八股文写作，因而我们以往对私塾作文教学中的某些具有现代价值的东西给全盘否定掉了。其实，私塾的作文教学颇有特色，形成了阶梯式的教学程序。?

　　私塾在学生习作训练上，提出了词义并重的原则。塾师在长期的作文教学实践中摸索到了作文教学的一个重要原则，这就是“辞章”与“义理”并重并举，从而使形式和内容的关系得到较好的处理。在词义并重原则基础上，私塾的作文教学形成了阶梯式的由低到高的教学程序。

　?第一步是“开笔”。学生有了一定程度后，即进行习作练习，亦即进入“开笔”阶段。这一步是从所谓“属对”开始的。学生首先是通过学习《声律求蒙》之类的书籍来掌握词性，如“云对雨，雪对风，晚照对晴空；来鸿对去燕，宿鸟对鸣虫；三尺剑，六钧弓……”。在训练时，注意以“天”对“地”，以“水”对“山”，以“屋后”对“房前”等。在教学过程中要学习缀字、缀句，讲解诗词时着重讲虚实、平仄对字。弄清词性是为文作诗的基础，不过此关下一步教学就难以进行。

　?第二步是习作短文。学生有了缀字缀句知识后，即开始学习短文的写作。所谓短文主要是指小段日记、纪实性的小文章。湖北《英山县教育志》记载，私塾的这一类短文训练大约每旬2篇；湖北《随州教育志》的记载大致相同，该州私塾“程度较高的学生，每5日进行1次‘会文期’写作训练，由先生命题，学生按规定时间(2～3小时)交卷”。清代石天基等撰写的《训蒙辑要》中记载，对于这一阶段的作文者“要看题思索”，“记文须选前辈文极简浅切当者，每日读两篇。作文之日，仿读过文法者出题，庶易引触”。这就是说，初学作文者，应以前人简明易懂的文章作范文，从此处入手熟悉文章的结构，表情达意的方法，在学作文时要找一根拐棍。塾师应令学生在动笔前“将通篇主意口说一遍”，这样才能够做到“无糊涂重复之弊”。塾师所出题目，应“极明浅易于发挥”。〔4〕

　　第三步是为诗作文，学生有了一定基础后，塾师便开始教其为诗作文，而且其要求要不断地提高，在鼓励其兴趣和信心的同时，要求精练和严谨。在这一阶段，学生应腾出时间集中作文。唐彪在《读书作文谱》中说：“人生作文，须有数月发愤工夫，而后文章始得大进。盖平常作文，非不用力，然未用紧迫工夫，从心打透，故其获效自浅。必专一致功，连作文一二月，然后心窍开通，灵明焕发，文机增长，自有不可以常理论者。”他不仅主张要经常写，而且要集中攻关，这当然有一些机械死板，但是他所强调的在某一段时间多看多写，使写作方法达到比较娴熟的程度，这则是有道理的。还有一些塾师也强调为诗作文不要硬着头皮去写，要组织好实在的内容再动笔，否则就会无病呻吟，或胡乱连缀成篇。

　?塾师在指导学生作文时，还摸索到了其他一些值得重视的经验。如鼓励学生放手去写，待具备一定的条件后再收拢缰绳。王筠说，“作诗文必须放，放之如野马，足是跳咆嗥，不受羁绊”，以后再逐渐“加以衔辔”，“涵养诱掖，待其自化，则文境必大进”。〔5〕塾师在修改作文时，也摸索到了一些能使学生有长进的修改指导方法。张行简指出：“改初学诗文，改窜过多，失去本来面目，彼定无从捉摸。即有不合作法者，亦须因其文气顺之，而抑扬其词，明为指示，并附一拟作于后。”他强调不要改得过多，使学生“失去体面”，丧失作文信心，“改窜过多，阻其兴致，强者愤怒，弱者颓安，势必束高阁，而不加捉摸。我费苦心，彼仍隔膜，师弟之凿枘不相入也”。〔6〕这种尊重学生，激发学生首创精神的作文批改方法，是值得重视的。

　?私塾当然存在很多弊端，如教学无一定计划，课程单一，全部课程由一位塾师“包打天下”，大部分教学内容陈腐脱离实际，作文大多为学写八股文，教学方法太注重背诵，体罚严重地存在，等等。但是私塾在教学方法上还是有一些值得我们借鉴学习之处，这些对于实施素质教育，丰富教学方法，提高教学质量，还是具有现代价值的。

——————————————

　　注：

　　〔1〕《河北省志》第76卷《教育志》，中华书局1995年版，第38页。

　?〔2〕陈中：《安陆城关著名塾师杂记》，《安陆近现代文化教育》，湖北省安陆市政协文史资料委员会1994年10月印行。

　?〔3〕《湖北文史资料》第32期，湖北省政协文史资料委员会1990年版。

　?〔4〕［清］石天基：《训蒙辑要》卷二《学堂条规》。

　?〔5〕［清］王筠：《教童子法》，《鸦片战争时期的教育》，上海教育出版社1990年版，第390页。

　?〔6〕［清］张行简：《啸孙轩制艺文稿》所附《塾中琐言》。

作者: huge57 时间: 2005-3-10 05:27
附录4
再推荐一篇有关私塾的文章——

现在的位置：搜狐首页 -> 文化频道首页 -> 其它信息

复兴私塾
2004年09月28日13:33 作者：薛涌　来源：南方都市报页面功能【我来说两句】【我要“揪”错】【推荐】【字体：大中小关闭

　　如今中国的义务教育困顿，已经是众所周知的事实。穷困地区教师开不出工资，学校负债累累，即使是大城市的“贵族学校”，充其量也不过是个高考补习班，学生除了死记硬背、全心全意地对付考试外，对知识的探求、对品德的培养，在教育中已经变得无足轻重。

　　教育改革并不是没有。有关部门一直在审视高考的内容和录取标准，地方上也兴起了教育券的试验。可惜，人们偏偏忘了中国最古老的教育体制：私塾。

　　两千多年来，中国的大部分读书人是私塾而非政府的学校培养出来的。明清之际的科举考试败坏了读书的风气，耗尽了中国士人的创造力，但也有些学者针对时弊，通过私塾挑战僵化的正统，多少给中国文化带来了一些活力。没有私塾，我们这两千多年的文明就会完全是另一番模样。

　　私塾规模小，费用低，课程灵活，对教育的普及功不可没。明清时期太湖上漂的大渔船上，也设有教室。可见比农民还不如的船民，虽没有定居的地方，但未与教育绝缘。清代以后，随着新式学校的兴起，私塾渐渐式微。但不少专家指出，在新式学校费用昂贵、缺乏资源保障的情况下，取消私塾反而降低了国民的识字率。

　　笔者当然主张严格施行义务教育。然而，以中国之大，教育资金之短缺，义务教育不可能在短期内严格落实。即使是在当今的发达国家，公立学校体制完备，资金充足，私立学校也还是公立教育体系不可缺少的补充。更有甚者，在美国，竟有200万学生，也就是适龄学生的二十五分之一，公立私立学校都不上，自己在家里上学，形成一个价值8.5亿美元的家庭教育市场。

　　私塾的好处，是灵活、简单，可以随时补义务教育的漏洞。几个家庭凑起来，合请一个老师，或请一个合格的家长讲课，孩子就上学了。这不像建一个学校那样，需要惊官动府和大量的初期投资。如果教育券能够覆盖私塾的费用，对一个家庭而言，私塾的成本就更低了。更何况，当今中国正处于急剧城市化的进程之中，农村流动人口剧增。这些农村劳工，随着工作机会四处漂流，固定的学校不能跟着他们迁移，子女受教育处处受歧视。私塾则能够给这些人提供一个灵活的教育机会。

　　私塾在精英教育中，就更是大有可为了。美国的家庭学校兴起的原因，主要是家长对公立学校的教育质量不满。不少家长因此放弃自己的职业，在家里教孩子，并成立了全国性的组织。互联网的出现，又使这样的家庭教育如虎添翼。美国最近的调查表明，在18－24岁的年轻人中，在家里受中小学教育的人中，有75％修了大学课程，比全国同龄人的平均水平（46％）高出一截。有一个家庭，竟通过家庭教育把三个孩子送进了哈佛。第一所为受家庭教育的孩子开办的大学，也于2000年开张。

　　目前的中国，穷孩子许多失学，富孩子白天上学，晚上还要花钱去补习班。私塾完全可以是另一种选择。私塾不受僵化的学校课程的束缚，可以专门教学生想学、家长想教的东西，许多大胆的教育哲学可以在私塾里试验。私塾如果普及，我们的教育不仅可以多元化，文化也会因此更有创造力。

　　笔者希望看到的是，几个有能力但怀才不遇的大学毕业生或“海龟”，能够暂时放下高薪肥缺的美梦，靠自己的才学，为中国的私塾，开拓出一个硕大的市场。要知道，中国的发展，不能总是指望自上而下的改革，还要靠基层社会中这种草根式的创造力。

　　

作者: tiantian03 时间: 2005-3-10 07:26
私塾固然好，得要全社会的共识，这样师资才能有保证。否则只能是少数精英子女的课堂。如果能有您倡导的这种私塾，我第一个把田田送过去。放心啊。可是现在，我对她上幼儿园都心存疑虑。在家庭教育上如此上心的父母，并不一定能选择孩子将来的老师，这实在是一种无奈。我不完全同意卡尔。维特关于孩子和小朋友接触的理论，但是平心而论，如果没有特别懂教育的人在旁适时的指导，确实很难控制孩子的方向。希望有更多有识之士愿意开家庭私塾，这样我们的孩子有福了。

作者: huge57 时间: 2005-3-10 07:36
附录5;
美国家庭学校教育成果分析

　　有研究显示，美国接受家庭学校教育的学生在标准化测验中取得的成绩高于在传统学校学习的学生。如1997年，全美家庭教育研究中心的布莱恩经过研究发现，接受家庭学校教育的学生在各科标准化测验中的平均成绩等于或高于80分。1999年，劳伦斯对全美国20000名家庭学校学生进行的调查进一步证明了这一点，家庭学校学生在标准化测验中的平均成绩明显高于全国平均水平，并且有25%的家庭学校学生所学内容的难度高于公立和私立学校的同龄人1～4个年级。

　　随着在家上学运动的兴起和发展，人们不禁要问：接受家庭学校教育的学生能进入大学吗？他们能找到工作吗？他们能融入社会吗？他们是好公民吗？他们幸福吗？为了解决这些疑问，2003年，在布莱恩的主持下，家庭学校法律辩护协会对幼时接受了家庭学校教育的成人的生活状况进行了一次调查，有7300多人接受了这一调查，其中有5000人至少有7年的在家上学经历，统计结果表明，他们在工作和生活方面都是成功的。

　　对大多数的接收家庭学校教育的学生来说，家庭学校教育的结束并不是其全部教育的终结。年龄在18～24岁的、接收了家庭学校教育的成人有74%学习了大学水平的课程，而美国接受这一水平教育的普通民众为46%。

　　因为每一个家庭学校都反映了每一个家庭的独特方面，家庭学校的“毕业生”也就可能从事丰富多样的工作，如农民、工人、家政人员、管理者、军人、个体经营者、专业人员（如画家、律师、医生等）、教师、技术人员等。在生活中，家庭学校的“毕业生”也能积极参与公众生活，融入社会。布莱恩在上述研究中发现，在接收家庭学校教育的成人当中，有71%的人参与了社区服务活动，如社区教师志愿者、教堂的服务活动等；88%的人加入了某一社会组织，而年龄相仿的普通民众在这两项上的参与比例分别为37%和50%。

　　虽然在布莱恩和劳伦斯的调查研究中都对家庭学校教育和普通学校教育进行了比较，但我们很难据此说家庭学校教育比普通学校教育优越，因为两者的对比是一个复杂的问题。比如家庭学校是典型的一对一教育，而在美国的公立学校，每个班级大约有25～30名学生，而且学生的能力和背景差别较大；在美国的家庭学校中，父母全身心积极投入到对子女的教育中，而公立或私立学校教育则没有这种现象；家庭学校可以轻易改变课程及其进度，而公立或私立学校则有确定的授课范围和顺序。

　　研究人员表示，至少有一点是肯定的，即家庭学校像普通学校一样完全能够胜任孩子的教育，而且教育成果是显著的。家长拥有多种多样的教育选择形式，公立或私立学校不再是唯一的选择，家庭学校作为一种教育形式有其存在的可能性和必要性。（引自赵立芹文）

作者: huge57 时间: 2005-3-10 07:45
附录6：
一个中国家庭学校的遭遇——

以文本方式查看主题

-  父母知音  (http://www.fmzy.com/bbs/index.asp)
--  亲子共读  (http://www.fmzy.com/bbs/list.asp?boardid=2)
----  “当代私塾”绝处逢生 (http://www.fmzy.com/bbs/dispbbs.asp?boardid=2&id=2655)

--  作者：大漠孤烟
--  发布时间：2003-11-21 22:24:32

--  “当代私塾”绝处逢生
   当代私塾只有半年的时间就遭政策封杀，这全在傅路江的意料之中。他知道，一个新生事物的发展绝对不是一帆风顺的。他更知道，一个新生事物的先行者，更是无所畏惧的。当他接到教育局勒令解散的通知时，非常冷静，随即召集全体家长开了一个会议。说道：“从此刻起，明德学校宣布解散。你们各自想各自的出路。但是我本人，将继续沿着这条路走下去，决不妥协！决不让步！！”第二天，他到了教育局，对社管科长说：“根据《社会力量办学条例》对明德整顿、查封，我完全同意，并积极作了配合。现在，明德学校已经不复存在。今天，我以一名家长的身份，根据中华人民共和国《九年义务教育法》第11条第2款，为我女儿，正式向教育局提出在家自学申请，理由是，我和有关教育专家共同拟订了一套新型教育方案，我完全有能力让她在家完成九年义务教育所规定的所有课程，并达到国家规定的所有标准，甚至超越之。”科长随即打开了《九年义务教育法》，并翻到了11条第2款，上面写到：“适龄儿童因为疾病或特殊情况，需要延期入学或免予入学者，由其父母或其他监护人申请延期入学或免予入学，并报请当地人民政府批准。”科长看完后对傅路江说：“可以，但你不能在这里申请，你应该到当地乡政府去申请。”傅路江说：“根据这一条，每一位中华人民共和国公民都有为子女选择教育方式的权利，并且没有时间、地点等条件的限制。”科长说：“对”
   第二天8点种，教室还是那个教室，老师还是那个老师，学生还是那几个学生（只有一个学生退出），朗朗的读经声又充满了那个美丽的院落。但不同的是，在法律上它已经不是一个学校了，这里，没有董事长、校长和主任，只有家长、老师和学生。它已经真正成了传统意义上的私塾。
   傅路江解释说，他之所以这样做，是为了通过这件事，让孩子们体验到，人性的尊严，法律的尊严。让他们知道，在决定他们命运的关键时刻，他们的父母，没有请客，没有送礼，没有找关系批条子，而是通过法律争取到了他们应有的权利。让他们懂得，人之所以是人，是因为人有尊严，有气节，而动物没有。要让他们做真正的人！
   什么是教育？这才是真正的教育！！！

作者: qxz778 时间: 2005-3-10 08:56
TO:huge57
You're something!!
Thanks a lot!

作者: 康乐妈妈 时间: 2005-3-10 10:05
新加坡有一百多个孩子是这种homeschooling的方式在学习。
我们教会的牧师有三个孩子都是用这种方式在家学习，所以，即便父母因为工作关系四处搬迁，孩子的学习也没有受到影响。
据我所知，美国有相关的教材售卖，分成不同的阶段，比较注重孩子的自学能力。新加坡的这些homeschooling的孩子每个星期有一到两天的一起聚会学习的时间，住靠近的孩子们有时候也在一起玩耍。
据说高年级的孩子，父母们有集体和学校联系，租用化学或者生物实验室，让孩子们有实践的机会。

作者: zhengfs 时间: 2005-3-10 11:14
支持楼主，谢谢分享！！！

作者: bump 时间: 2005-3-10 17:18
虽然有不同的看法，但还是很佩服你做的一切。
楼上的很漂亮，不过查了一下你的帖子，发现所有的贴都一句话：支持楼主，谢谢分享！！！

？？？？？灌水？

作者: gaohua 时间: 2005-3-10 17:20
路过，支持

作者: woodgarden 时间: 2005-3-10 21:24
这是个很有意思的话题。每个孩子都能接受到量身定做的个性化教育，是在家上学的理想。如果有条件，父或母辞职在家教孩子，现在网上有好多的教育资源，想学的科目还可请优秀教师来进行一对一的指导，学习效果当然好。此外，父母还要有能力给孩子提供丰富的社会活动，使孩子不至于游离社会，成为“边缘人”。多元化是教育未来发展的方向，但是如果没有相当的社会条件和经济实力，目前真正实施起来会出现很多问题。

作者: 阿门 时间: 2005-3-11 13:58
非常感谢！您现在走的基本就是Homeschooling的路子吧？

作者: 书凡妈妈 时间: 2005-3-11 17:45
关键还要父母有条件在家教宝宝呀。

作者: jerryhao 时间: 2005-3-11 19:05
哇，袁博士还找来了那么多资料，不过还是国外的多，人家那里好哇，中国就不行了，太难了。幼儿园得没问题，国家没规定呀，很多人都没上过幼儿园呢。上学就不一样了，有法律呀，上面袁博士也转了，我国《教育法》第18条规定：适龄儿童、少年必须接受完成九年制义务教育制度。作为适龄儿童的家长强制孩子接受家庭速成式教育，既侵犯孩子的合法权益，也是违反教育法的行为，只有得病的例外。所以，即使个别地方有些个案突破了这个限制，但总体上好难呀。等到该考大学的时候，人家连名都不给你报，那真是一点办法都没了。所以，袁博士要走的这条路好坎坷呀，祝你一路走好

作者: zxzqjy 时间: 2005-3-11 19:17
如果我是全职妈妈,我就让我的宝宝上半天幼儿园(适应社会,学会与人交往),半天在家接受最了解他的妈妈的头脑知识教育和体能教育.宝宝在幼儿园的半天我自己更要充电.

作者: 弹铗长歌 时间: 2005-3-12 10:21
看了袁博士的贴，写的不错，感想如下：

1：袁博士是不是可以把你曾经出现的失误和以后你担心可能会出现的问题发个贴阐述一下，让早教的家长和专家讨论一下，也让其他家长少走一些弯路。

2：关于在家施教，如果有这些才情，也无可与不可。标准只有一个：比国家教育体系里教育强。关于家教和校教各有优劣，没可比性。

作者: Qmom 时间: 2005-3-12 11:34
谢谢分享，对这个话题挺感兴趣。

我觉得home schooling和公立学校、私立学校包括私塾的关键的差别在于，
对于孩子的教育，家长是否参与其中。

对于现形的教育体制，很多家长都不满意，他们的做法不外乎有两种：
一种是寻找相对好，或者说是相对合自己口味的学校(私校、私塾、补习学校)。把
孩子交过去，总之，学校教育是别人来做的事情。
另一种是身体力行，自己加入到孩子的学校教育当中。把原本该别人做的事情揽过
来自己做。
这两种家长他们在观念上有很大的差别。home schooling的兴起说明持有第二种观
念的人在增加。

以前在报纸、杂志上也有一些介绍home schooling的文章，那时觉得做这些事情的
家长都是些能人，离自己太远，没怎么想过这件事。随着自己的孩子一天天长大，
我越来越觉得教育孩子既不该是一件在家里关上门给孩子添小灶的事情，也不该是
件丢给别人，然后报怨人家的事情。尽自己的能力为孩子创造一些教育的环境。其
实这就是home schooling的精神。

最近我组建了一个“家庭亲子读书俱乐部” -- 就是住在附近的孩子差不多大的几
家人，每周聚会一次，一同提高孩子的中文水平。(在海外提高孩子中文水平可是件
头疼的事情)。想想，其实这也就是home schooling的一种形式。如果home schooling可
以这么解释的话，其实它并不是件遥不可及的事情。

作者: huge57 时间: 2005-3-12 21:41

阿门+-->引用:阿门非常感谢！您现在走的基本就是Homeschooling的路子吧？

我还是倾向于私塾，当然是现代私塾，但有必要将美国的家庭学校作为一个现时代的参照系。也就是将我国的传统价值观念与现代理念和现代科技结合起来。国外的东西，再好，也难于简单照搬，也没有必要那样做。

作者: huge57 时间: 2005-3-12 22:08

jerryhao+-->引用:jerryhao 哇，袁博士还找来了那么多资料，不过还是国外的多，人家那里好哇，中国就不行了，太难了。幼儿园得没问题，国家没规定呀，很多人都没上过幼儿园呢。上学就不一样了，有法律呀，上面袁博士也转了，我国《教育法》第18条规定：适龄儿童、少年必须接受完成九年制义务教育制度。作为适龄儿童的家长强制孩子接受家庭速成式教育，既侵犯孩子的合法权益，也是违反教育法的行为，只有得病的例外。所以，即使个别地方有些个案突破了这个限制，但总体上好难呀。等到该考大学的时候，人家连名都不给你报，那真是一点办法都没了。
所以，袁博士要走的这条路好坎坷呀，祝你一路走好

你能注意到关于家庭学校的现行法律问题。确实，在我国是会有问题的。
主要是我国的现行法律只强调家长有送孩子接受义务教育的责任，却忽略了家长也有参与教育和选择教育的权利，同时也忽略了受教育者本人对教育的选择权。社会上基本单一的教育模式，也难于提供一种可以选择的平台。而这种情况绝对是不合理的，也是十分落后的。如果有真正的教育变革，一定会改变这种局面。
家庭教育未必就是“速成”；而孩子愿意选择家庭学校也未必是家长的“强制”。——这有美国的大量事实在。
在我国，去年北京大学曾收了一名只上过一二个月学校的数学系少年研究生的事例，就说明突破性的案例也确实存在。美国的哈佛大学都在收家庭学校的学生，那么我国的大学也会有这样的可能性。而且，至少各大学的远程教育和自考的路是向社会敞开的。

作者: bbsbbspp 时间: 2005-3-12 22:16
看目前中国的教育现状，私塾不失为一种好的方式。不过实行起来有点困难：好教师谁会做这么不稳定的工作、学生念完私塾之后的出路、教学场所的简陋和不固定。还有若是有十个学生算是多的了，教师拿1000元/月，那每个家庭将分摊100元/月的学费，这可比上正规学校的费用多多了。

作者: Marggie 时间: 2005-3-12 22:52
美国的home schooling对在家执教的家长是有要求的，必须先考出相关证书以证明自己有能力在家教孩子，通过后政府每年会向这些家庭发放适龄的教材并定期考核，这些孩子在参加各学科国际、国内竞赛和报考大学时有制度保障不会受到任何歧视。通常选择home schooling的家庭都有着非常良好的教育背景，而且越是学历高的选择home schooling的比例越高。我朋友的boss家庭就是这样，两人都是犹太人，老婆本是boss的博士生，育子后便在家中教三个孩子，大女儿16岁上了大学，次子14岁获全美数学比赛冠军，幼子10岁据说也很优秀。

作者: jerryhao 时间: 2005-3-12 22:58

huge57+-->引用:huge57 你能注意到关于家庭学校的现行法律问题。确实，在我国是会有问题的。主要是我国的现行法律只强调家长有送孩子接受义务教育的责任，却忽略了家长也有参与教育和选择教育的权利，同时也忽略了受教育者本人对教育的选择权。社会上基本单一的教育模式，也难于提供一种可以选择的平台。而这种情况绝对是不合理的，也是十分落后的。如果有真正的教育变革，一定会改变这种局面。家庭教育未必就是“速成”；而孩子愿意选择家庭学校也未必是家长的“强制”。——这有美国的大量事实在。在我国，去年北京大学曾收了一名只上过一二个月学校的数学系少年研究生的事例，就说明突破性的案例也确实存在。美国的哈佛大学都在收家庭学校的学生，那么我国的大学也会有这样的可能性。而且，至少各大学的远程教育和自考的路是向社会敞开的。

其实不是忽略了，而是因为一开这个口子，强制性的九年义务就成为空谈了，和多人会让孩子回家务农，还打着私塾的借口。考大学报名的时候那种限制明显就可笑，可是没办法，现在就这个样子，如果不突破你现在要做的事情就变得很危险，毕竟没有那位家长是愿意让自己的孩子参加自考的，除非是没法子了。另外您更愿意称你的为私塾而不是home schooling的原因在于，home schooling主要是父母在家教育自己的孩子，而你更希望让更多的孩子受益，是这样吧。

作者: 天问 时间: 2005-3-12 23:53

引用:<最近我组建了一个“家庭亲子读书俱乐部” -- 就是住在附近的孩子差不多大的几
家人，每周聚会一次，一同提高孩子的中文水平。

我希望有这样的俱乐部能参加。

作者: huge57 时间: 2005-3-13 12:46

jerryhao+-->引用:jerryhao 其实不是忽略了，而是因为一开这个口子，强制性的九年义务就成为空谈了，和多人会让孩子回家务农，还打着私塾的借口。
考大学报名的时候那种限制明显就可笑，可是没办法，现在就这个样子，如果不突破你现在要做的事情就变得很危险，毕竟没有那位家长是愿意让自己的孩子参加自考的，除非是没法子了。
另外您更愿意称你的为私塾而不是home schooling的原因在于，home schooling主要是父母在家教育自己的孩子，而你更希望让更多的孩子受益，是这样吧。

在我看来，我国农村更应当搞私塾，课程设置更应符合农村的普遍需求，而不是现在义务制教育的教学大纲（因为容易落空）。据有关对湖南等地的传统私塾能在农村边远地区长期生存的历史来看，就知道农村就有这种需要。我们国家那么大，经济文化发展的不平衡，也要求有不同层次的教育才对。
办私塾就没有办学校那么复杂，绝无必要搞一大堆管理和后勤，根据学生人数的多少来配教师即可。其成本肯定要比学校低很多。
我总觉得私塾的形式更符合我国的国情。按我国现在的家庭收入，办得起家庭学校的家庭肯定不多。而私塾形式却能让更多的孩子受益。

作者: huge57 时间: 2005-3-13 18:14

bbsbbspp+-->引用:bbsbbspp 看目前中国的教育现状，私塾不失为一种好的方式。不过实行起来有点困难：好教师谁会做这么不稳定的工作、学生念完私塾之后的出路、教学场所的简陋和不固定。还有若是有十个学生算是多的了，教师拿1000元/月，那每个家庭将分摊100元/月的学费，这可比上正规学校的费用多多了。

我提供我自己的实践经验可能会有助于你理解这个问题。我办现代私塾近两年，现在的学生每月当有五六十名。其中中小学学生占大头，基本上为小时制补习。我也收了少量的幼儿，主要给我女儿做伴，全日制的，有的就生活在我家里。我还收一些大学生，乃至社会上的学生。我开设的课程：中、英、日、法语，数学、写作，书法，国画。凡是我女儿要学的我都对外开放。有同学在一起学绝对对孩子有好处。而且，有各种年龄、性别的同学在一起学，对我女儿的情商和性格发展更为有利。
除了教学，我自己还读书，研究一些自己感兴趣的事。虽然忙一些，但还觉得精神上满悠闲。我并不想在这方面赚钱，所以收入多去投入发展，软硬件方面从实用方面讲，并不比人差。
其实很多好教师在现在的学校里，干得并不快乐，还不如出来自己搞，既能活得轻松一些，也能真正培养一些好学生。

作者: tiantian03 时间: 2005-3-15 00:31

huge57+-->引用:huge57 我提供我自己的实践经验可能会有助于你理解这个问题。我办现代私塾近两年，现在的学生每月当有五六十名。其中中小学学生占大头，基本上为小时制补习。我也收了少量的幼儿，主要给我女儿做伴，全日制的，有的就生活在我家里。我还收一些大学生，乃至社会上的学生。我开设的课程：中、英、日、法语，数学、写作，书法，国画。凡是我女儿要学的我都对外开放。有同学在一起学绝对对孩子有好处。而且，有各种年龄、性别的同学在一起学，对我女儿的情商和性格发展更为有利。
除了教学，我自己还读书，研究一些自己感兴趣的事。虽然忙一些，但还觉得精神上满悠闲。我并不想在这方面赚钱，所以收入多去投入发展，软硬件方面从实用方面讲，并不比人差。
其实很多好教师在现在的学校里，干得并不快乐，还不如出来自己搞，既能活得轻松一些，也能真正培养一些好学生。

说得有道理！

作者: huge57 时间: 2005-3-25 12:13
意味深长的是，美国的家庭学校运动正在走向美国最底层的黑人社会：

La. Mom Sees More Black Families Choosing Home EducationBy Jim BrownMarch 23, 2005(AgapePress) - Overstuffed classrooms, over-burdened teachers, and zero-tolerance policies -- those are just a few of the reasons Louisiana parent Joyce Burges and others in the black community are educating their kids at home. Feeling the public school system has failed them, more and more black families across the U.S. are choosing to home school their children.Burges, who heads the National Black Home Educators Resource Association (NBHERA), says home schooling is not as hard as many parents think. "There are so many opportunities now," she notes, "because home schooling has become so sophisticated."In addition to the increasing amount of curriculum material and other products available to home-schooling families, Burges says there are many other resources available to parents who are willing to get creative. For instance, she explains, "What I didn't know I hired tutors to teach. I bartered with college students for a meal -- especially college students that were out of town or out of state -- and I'd say, 'I can cook a meal if you can teach my child algebra for about three or four months.' And it was the same thing with music and the higher sciences."The Louisiana mother of five has already raised three home-school graduates and is currently teaching her two youngest children at home. She says more black families are turning to groups like NBHERA out of frustration with public education."More and more parents are coming along as learning partners with their children," Burges says, "especially when parents have to spend two to three hours in the evening doing homework with their children. They're going to say, 'You know what? I may as well just take the whole thing and do it myself.' And so the growth of home schooling is inevitable."In 1999, less than one percent of the home-schooling population was made up of black families. But today, black students make up five percent of the two million home schoolers in the United States, and Burges believes that number is bound to continue its rapid growth.NBHERA is holding its annual Family Summer Conference in Baton Rouge, Louisiana, in July. Among those slated to speak at the event are Rev. Johnny Hunter and Patricia Hunter of Global Life & Family Mission (GLFM). Hunter is national director of a pro-life consortium called L.E.A.R.N., Inc. (Life Education and Resources Network), and his work with GLFM involves promoting traditional family values, racial harmony, and the survival of children around the world.
http://www.hslda.org/docs/link.asp?URL=...2F232005e%2Easp

作者: huge57 时间: 2005-3-25 22:20
随着家庭学校在中小学基础阶段的成功，美国人已在讨论大学阶段的家庭学校，选一篇网上的文章，以供有兴趣的朋友阅读：

College At Home
By Sam Blumenfeld
Printed in PHS #31, 1999.

--------------------------------------------------------------------------------

As more and more homeschoolers reach the point in their education where they must decide whether or not to go on to college or a university, there are a number of factors to consider. First, you must determine if the career you are pursuing requires a college degree. If your goal is to become a lawyer, nuclear engineer, marine biologist, or medical doctor, attendance at a graduate school will no doubt be necessary. Entry to a graduate school may require four years of prescribed preparation at a college. Thus, it is wise to investigate well in advance what kind of preparation is needed. It may be possible to do a lot of the undergraduate work at home.

As many homeschoolers already know, you no longer need to attend a college in order to get a degree. There are now many accredited schools that offer bachelor's, master's, and even law degrees by home study. Modern computer technology has made home study a very convenient and effective way to earn a degree in virtually any subject area. For example, Auburn University offers an almost totally nonresident MBA and Master of Engineering degrees in such fields as aerospace, chemistry, computer science, and industrial engineering. The courses are taped in the classrooms and mailed to distance students who are required to maintain the same pace of study as resident students.

Regent University at Virginia Beach, Virginia, offers a Master's degree in business administration or management with only two weeks of attendance on campus. There is even an Electronic University Network, which uses the America OnLine computer bulletin board service to connect students with instructors, other students, and support services such as a library and student union.

The most comprehensive source book for what is available in off-campus programs is the guidebook written by John Bear and his daughter Mariah, entitled College Degrees by Mail and Modem (1-800-841-2665, $12.95 plus shipping). The Bears list one hundred accredited educational institutions that offer home study courses leading to degrees. These include Boise State University, Brigham Young University, Colorado State University, Skidmore College, University of Massachusetts at Amherst, University of Oklahoma, and many more.

The Bears have also produced another highly useful book, Bear's Guide to Earning College Degrees Nontraditional (1-800-346-6322, $29.95 plus $3 shipping), which contains all the nontraditional alternatives, including those in the above book plus many more. They write: "Since the mid 1970s, there has been a virtual explosion in what is now commonly called 'alternative' or 'nontraditional' and 'external' or 'off-campus' education - ways and means of getting an education or a degree (or both, if you wish) without sitting in classrooms day after day, year after year."

And no doubt we shall see more and more such off-campus educational opportunities for several good reasons. First, it is no longer necessary to sit in a classroom in an ivy-covered building 500 miles away from home just to listen to a young instructor repeat knowledge that can be found in a textbook. Few full professors actually do any teaching anymore in person. They operate at the graduate level. For undergraduates, they may be available on video or a CD-ROM.

Second, attending college can be very expensive. A college education may cost as much as $30,000 a year. It is common for many college graduates these days to start out their post-school life with a student-loan debt of $120,000. That kind of debt can become a very heavy burden when one is getting an entry-level salary.

Third, not every homeschooler has to or ought to attend college. Basic liberal arts subjects, such as English literature and history, can be studied at home. Home businesses provide plenty of opportunities to develop work and entrepreneurial skills. Apprenticeships can be sought out for valuable work experience. Also, there are plenty of jobs for highly competent homeschooled high-school graduates whose knowledge is certainly equal to if not better than that of many of today's college graduates.

Most liberal arts colleges have become arenas of mindless social activities involving binge-drinking, partying, experimentation in sex and drugs, interspersed with boring classes taught by sixties radicals, feminists, and deconstructionists promoting their own political and social agendas. It makes no sense to homeschool and then waste your time and money at such an institution in order to be brainwashed by the humanists.

The best way for homeschoolers to gain the equivalent of a liberal arts college education is to read those books that the liberal professors don't want you to read. For example, if your aim is to become a teacher in a private school (public school teachers generally need a college degree in education), read those books critical of progressive education. There are dozens of wonderful books critical of the public school curriculum and the federal programs aimed at creating a dumbed-down population easily manipulated by a ruling elite.

Today's liberal professors teach evolution as fact. You can counter them by reading some of the very fine books critical of evolution. You won't have time to read those good books if you're at a college and forced to read only the politically correct books required by your professor.

The essence of homeschooling is educational freedom. Which means that you can choose what you want to learn, read the books you want to read, and choose a future career that reflects your own desires and talents. There is no reason why those principles should not apply to college level education. Look through the course catalog of a good university. Check out the courses you would like to take. Examine the books required for the course, and get books critical of that particular discipline. You will probably learn more by reading the critical studies than the mandated texts.

Copyright ©1993-2004 Home Life, Inc.
http://www.home-school.com/Articles/phs31-samblumenfeld.html

作者: 大风的爸爸 时间: 2005-3-25 23:40
这个问题要放到宏观的环境来看，要看一个国家的社会发展指数，这个社会整体的文明程度，要看高等教育普及率，要看全民的素质.............离开这些来谈，都是海市蜃楼！土豆烧牛肉不等于共产主义。一个连免费义务教育还没有搞定的国家谈什么home schooling。不过，个把权贵，大爷，学阀养点金丝雀还是有条件的。皇宫里的格格都穿丝绸，山野里的村姑不见得都有衣服穿。当所有好的老师都回家教自己的孩子、孙子时，那么大多数孩子的被教育资格也就被剥夺了，当然绝大多数私塾先生会发发善心多带几个学生，不过这些学生恐怕每天要带着几个鸡蛋才能进去了，因为大多数的孩子家庭有能力养会生蛋的鸡，却没有会上课的爹爹，这就是今天的中国，一个仍然需要大力解决免费义务教育的国家。

作者: huge57 时间: 2005-3-26 00:27

大风的爸爸+-->引用:大风的爸爸这个问题要放到宏观的环境来看，要看一个国家的社会发展指数，这个社会整体的文明程度，要看高等教育普及率，要看全民的素质.............离开这些来谈，都是海市蜃楼！土豆烧牛肉不等于共产主义。一个连免费义务教育还没有搞定的国家谈什么home schooling。不过，个把权贵，大爷，学阀养点金丝雀还是有条件的。皇宫里的格格都穿丝绸，山野里的村姑不见得都有衣服穿。当所有好的老师都回家教自己的孩子、孙子时，那么大多数孩子的被教育资格也就被剥夺了，当然绝大多数私塾先生会发发善心多带几个学生，不过这些学生恐怕每天要带着几个鸡蛋才能进去了，因为大多数的孩子家庭有能力养会生蛋的鸡，却没有会上课的爹爹，这就是今天的中国，一个仍然需要大力解决免费义务教育的国家。

就是因为持有你这样看法的人太多了，所以我国的教育才难有改进。教育不是单纯消费，投入是值得的。我们的社会有那么多人追求美式的生活消费，却已被国人习以为常，但有人来谈谈美国文教方面的可取之处，却视为大逆不道。你不用担心我们的传统学校会关门，很多老师也会甘心情愿的留在学校里，因为持有你同样思想的人太多。不过看看外面的世界，再平心静气地想想，也许会有人早点开窍。

作者: 阿门 时间: 2005-3-26 00:32

大风的爸爸+-->引用:大风的爸爸这个问题要放到宏观的环境来看，要看一个国家的社会发展指数，这个社会整体的文明程度，要看高等教育普及率，要看全民的素质.............离开这些来谈，都是海市蜃楼！土豆烧牛肉不等于共产主义。一个连免费义务教育还没有搞定的国家谈什么home schooling。不过，个把权贵，大爷，学阀养点金丝雀还是有条件的。皇宫里的格格都穿丝绸，山野里的村姑不见得都有衣服穿。当所有好的老师都回家教自己的孩子、孙子时，那么大多数孩子的被教育资格也就被剥夺了，当然绝大多数私塾先生会发发善心多带几个学生，不过这些学生恐怕每天要带着几个鸡蛋才能进去了，因为大多数的孩子家庭有能力养会生蛋的鸡，却没有会上课的爹爹，这就是今天的中国，一个仍然需要大力解决免费义务教育的国家。

上升到太高的高度了,在这论坛讨论的都是父母对孩子进行早教的问题,当然前提是家长有一定的对孩子实施教育的能力.

作者: 大风的爸爸 时间: 2005-3-26 00:46

huge57+-->引用:huge57 但有人来谈谈美国文教方面的可取之处，却视为大逆不道。

美国有很多教育模式啊，袁先生也不要光谈home schooling 么。不然我怎么知道还有其它的呢？我就是舍得投入，还得选最优化的吧？况且袁先生是专门培养神童的，而我只希望我的孩子是一个活生生的人，所以我也就吝啬了。

作者: 大风的爸爸 时间: 2005-3-26 00:50

阿门+-->引用:阿门上升到太高的高度了,在这论坛讨论的都是父母对孩子进行早教的问题,当然前提是家长有一定的对孩子实施教育的能力.

也不能怪我担心啊，看袁先生的意思也不是仅仅要在自家用吧？以每年7%的速度在中国传播，也是件恐怖的事啊。

作者: 猴头 时间: 2005-3-26 00:55
呵呵，袁博士总喜欢给自己这一套找佐证

作者: woodgarden 时间: 2005-3-26 01:51

大风的爸爸+-->引用:大风的爸爸美国有很多教育模式啊，袁先生也不要光谈home schooling 么。不然我怎么知道还有其它的呢？我就是舍得投入，还得选最优化的吧？

除了学校教育，也只剩下home schooling这一块了，当然也是发展最快的一块。

作者: huge57 时间: 2005-3-26 08:24
有兴趣者可以进一步了解：
M O D E R N T H O U G H T
JUNE 2000
http://www.worldandi.com/public/2000/june/mondloch.html

Education Hits Home
by Helen Mondloch

Homeschooling is now a robust grassroots movement that is uprooting the educational status quo.
s the school day begins, the three oldest children in the Rowson family--Daniel, 10; Annie, 8; and Lauren, 6--gather around a table in the basement "school room" of their home in Fairfax, Virginia. They are surrounded by books, maps, and various homemade accoutrements, including a battered chart of "school rules" and a life-size crayon diagram of the human anatomy. Lynne Rowson, their mother and teacher, is poised before a large marker board that reveals today's learning goals, while the younger children--Emily, 4; and Will, 2--play and chatter boisterously.
      After bringing the children to relative order, Rowson leads them in prayer: "Lord, please help us to be diligent all through school ... help Daniel not to tease his sisters ..." Later in the day, even the younger children will join in a recitation of the Hail Mary in Latin, a subject Daniel has enthusiastically pursued in his fourth grade studies.
      Rowson, who holds a college degree in political science but no teaching certification, has just
--------------------------------------------------------------------------------
Through it all, the movement's youngest proteges--homeschooled students themselves--have by all accounts fared consistently well, in academics as well as that enigmatic realm called socialization.
--------------------------------------------------------------------------------

completed her third year as a homeschooling parent, despite living in a county whose schools are ranked among the nation's best. After Daniel's hapless first grade experience in his neighborhood school--where, says Rowson, her son languished at the hands of a "burned out" teacher--she and her husband decided to radically change course. Inspired by her acquaintance with several homeschooling families whose children were thriving, she soon began shopping around for the big binders that house her children's curricula. Since then she has networked with other families for regular shared lessons and has found both enormous gratification and frustration in providing what she calls a "better moral and educational basis" for her children. Rowson attends a yearly conference of Catholic home educators, an energizing "shot in the arm" for those caught up in this monumental task of homegrown tutelage.

      Similar organized efforts aimed at lending a boost to parent-educators are cropping up across the country as the homeschooling movement gains momentum. Approximately 1.5 million American children have now retreated from traditional classrooms in favor of learning at home--a more than 30 percent increase since 1991.
      What is the impetus in following this path of the homeschool, which, considering the extraordinary sacrifices it demands, seems so unlike other rising trends in the American lifestyle? Once defined as the exclusive realm of the religious Right, homeschooling has infiltrated the mainstream, becoming a robust grassroots movement that is radically redefining family values and uprooting the education status quo. It has spawned a vast network of support systems, including a prolific legal defense group bent on safeguarding the rights of homeschoolers from coast to coast. The surge of parent-educators poses new challenges to public school systems and in some communities has generated bitter animosities. But through it all, the movement's youngest proteges--homeschooled students themselves--have by all accounts fared consistently well, in academics as well as that enigmatic realm called socialization.

      A HISTORICAL PERSPECTIVE

      A common thread in the fabric of the homeschooling consciousness is clearly a desire to get back to basics: As the new millennium dawns and newscasts across America often resemble scenes from a doomsday novel, homeschoolers are ringing in a simpler, more wholesome way of life that places the family at its center.
      Those within the ranks of this growing counterculture often shoulder a vivid awareness of its historic underpinnings. They will tell you that family instruction was a mainstay of American life until the mid--nineteenth century, that public schools are a relatively new phenomenon with dubious merits for individuals and society.
      In fact, when the first town schools were established in the New England colonies around 1650, attendance was voluntary, designed to help parents meet compulsory education laws. The first state law mandating attendance was born in Massachusetts in 1852 as an effort to forge a common culture and value system. By 1920, nearly all states had adopted similar laws, though these were decried by a few vocal groups. The protesters included the Roman Catholic Church, which had already begun fighting for the right to establish its own institutions to spread the faith (hence, the advent of Catholic education). By the mid--twentieth century, homeschooling had become rare, except in remote areas and among religious groups like the Mormons and Amish. As a mainstream practice it virtually died out even though, as many contemporary homeschoolers will point out, it produced such leaders as George Washington, Abraham Lincoln, Booker T. Washington, and Theodore Roosevelt.
--------------------------------------------------------------------------------
Today's diverse homeschoolers include "

entecostal snake handlers in the hills of West Virginia, New Age philosophy professors at Amherst College, and everything in between." [Guterson] defines the "in between" segment of contemporary homeschoolers this way: "They are [members of] the same American mainstream that once frowned on homeschooling."
--------------------------------------------------------------------------------

      Homeschooling as a recent movement is rooted in the work of Raymond Moore and his wife, Dorothy, educators who, beginning around 1965, conducted large-scale, widely published studies on the damaging effects of early formal schooling. They developed the well-known Moore Formula for homeschooling, which stresses a child's developmental readiness for learning and a balanced blend of work, study, and community service. Another educator-reformer, the late John Holt, further spearheaded the movement with his 1964 book Why Children Fail and the magazine Growing Without Schooling, which he founded in 1977. Holt pioneered the branch of homeschooling known as "unschooling" for its rejection of textbooks, rigid schedules, and other institutional "trappings," which he believed defeated a child's innate drive and enthusiasm for learning.
      The criticisms voiced by homeschool pioneers seemed to find corroboration in a 1983 government study titled "A Nation at Risk," which exposed alarming problems on the education front.
      Nonetheless, forerunners in the movement were often perceived as weirdly subversive; many followed their conscience in fear. Homeschooling author David Guterson reported in Newsweek that, as recently as 1992, he was alternately brandished a "religious zealot" and "left-wing eccentric" for choosing a path that many wanted banned. With the movement's rise, however, public approval has also climbed steadily: The New Republic reports that approval ratings increased from 16 to 36 percent between 1985 and 1997, a trend that is clearly continuing thanks in large part to media spotlights on homeschoolers' accomplishments. Last year, thirteen-year-old David Beihl, a homeschooler from South Carolina, made headlines as the winner of the National Geography Bee.
      Much of the positive publicity also comes from within: The Home School Legal Defense Association (HSLDA), founded in 1983, appears to be the movement's greatest advocate and popularizer. Boasting fifty thousand members nationwide, the Virginia-based association provides low-cost legal defense to parent-educators and uses its lobbying power to harness public support and combat government interference in the homeschool domain. Heading up the organization is conservative activist Michael Farris, whose passionate words linking homeschool freedoms to this nation's founding principles appear frequently in the Washington Times and Wall Street Journal.

      PROFILE OF CONTEMPORARY HOMESCHOOLERS

      Much has changed for homeschoolers in recent years, including the profile of those journeying this road increasingly traveled.
      Early on, the movement was composed mostly of Christian fundamentalists heeding the call to shepherd their children to righteousness. Even Christian private schools failed (and still fail) this group's standard of holiness, as revealed in Greg Harris' 1995 guidebook The Christian Home School. Harris accuses most Christian institutions of proffering a merely "cleaned up version of the public school approach" and inviting parents to "abdicate their God-given responsibility for the education of their children." In recent years other religious groups, like Jews and Muslims, have entered the domain of homeschooling for much the same reasons as the Christian Right.

      While the religious component clearly endures, many in the newest wave of home educators are motivated by secular goals. Dubbed homeschooling's "progressive wing" by Washington Post columnist Judy Mann, they criticize inept teaching and the defeating, sometimes dangerous, culture of schools. A 1996 survey conducted by the Florida Department of Education revealed that 61 percent of parent-educators in that state ranked this type of dissatisfaction as their primary reason for homeschooling, surpassing religious reasons, claimed by 21 percent, for the second straight year. According to Scott Somerville of the HSLDA, quoted in U.S. News and World Report, today's diverse homeschoolers include "

entecostal snake handlers in the hills of West Virginia, New Age philosophy professors at Amherst College, and everything in between."
      Guterson defines the "in between" segment of contemporary homeschoolers this way: "They are [members of] the same American mainstream that once frowned on homeschooling."

      SOMETHING ROTTEN IN SCHOOLS

      Religious or secular, today's home educators generally concur on one major premise: There's something rotten--or at least absurd--in school.
      Betsy Kocsis, a homeschooling mother of two in Chantilly, Virginia, recalls that whenever she volunteered in her son's kindergarten class, much of the day was devoted to tasks like "lining up." Moreover, Kocsis says her eagerness to help out in the classroom was thwarted by the need to find babysitting for her younger son, whose presence was prohibited.
      Other school defectors complain of the countless minor indignities imposed on schoolchildren, including the bells and blinking lights that command them as they are hushed and rushed from one place to another in this "hive world."
      Moreover, like the early pioneers, many home educators blame large classes and a one-size-fits-all curriculum for breeding students who are bored, unmotivated, or worse--with a growing number brandished with labels like attention deficit hyperactivity disorder (ADHD). Some leaders in the homeschool arena go so far as to identify ADHD as a teaching disability, and to accuse the school community of drugging youngsters into submission.
      John Taylor Gatto, award-winning New York public school teacher of thirty-five years and author of Dumbing Us Down, attributes the "massive stupidity" in our culture to the "complex, comprehensive social agenda [that] has unfolded through the agency of public schooling." In Linda Dobson's Homeschooling Book of Answers, Gatto argues that, with the demise of meaningful study in the major disciplines, "each generation ... knows less than the generation before it, and hence is less able to counteract the training of schools."
      Homeschool students themselves often celebrate their liberation from what they see as the force-fed learning of traditional classrooms: Sixteen-year-old homeschooling veteran Lindsey Johnson, quoted in Dobson's book, has declared: "I wouldn't dare give up my educational freedom to an institution. ... In school, the idea is presented that learning is a chore and a race for the finish. It is not. It is a wonderful aspect of life and a great journey."

      SOCIALIZATION DEBATES

      The most adverse element of institutionalized schooling, according to countless voices in this crusade, is the kind of social behaviors that are fostered there. Ironically, socialization is the very argument most frequently posed in deriding the choice to homeschool: How will children who are educated in America's rec rooms learn to get along with others?
      "I think the whole socialization thing is for the birds," quips Rowson, whose children have no problem looking this author in the eye as they speak. Daniel lucidly expounds the benefits of learning at home, wants to know which newspaper will feature his family's story, asks questions about my own children. Adds Rowson: "I don't believe the best way for Daniel to learn to socialize is to be with thirty other ten-year-olds."
      In posing that, Rowson echoes the opinions of many oft-quoted scholars within this movement, including Moore and Urie Bronfenbrenner of Cornell University. Like Moore, Bronfenbrenner has argued that overexposure to a peer group, particularly in the early elementary school years, can make children dependent on peers as models of social acceptability, leading to weak social skills, low self-esteem, and a loss of respect for parents. Such findings affirm homeschoolers' conviction that positive socialization--what one writer calls "being able to move beyond oneself to consider the point of view of another"--is best learned within the family from loving, supportive adults.
      Chris Cardiff, founding president of the California Homeschool Network, also quoted in Dobson's book, concurs: "If I were to design an environment to enhance my children's ability to function socially, I would never propose anything resembling school." Cardiff also counters what he calls the "isolation myth" of family education, arguing that homeschoolers' community involvement resembles "real life" more than the "artificial" settings within schools. A report published by the HSLDA affirms that homeschoolers participate, on average, in 5.2 community activities like the Boy or Girl Scouts and 4--H Clubs.
      Moreover, parent-educators often maintain that their children thrive in the absence of peer dependency. Susan Klejeski, a mother of five from Bethel, Minnesota, believes that homeschooling afforded her teenage daughter Emily the freedom to pursue her passion for tinkering beneath the hood of the family car. Last year, Emily built her own small engine, winning two 4--H awards. Given "what's cool" for girls, Klejeski wonders if her daughter's technical talents would have survived the peer pressure of school.

      ESCAPING HOSTILE CLIMATES

      Neither academic freedom nor love for others can flourish within the "social pressure-cooker" of most schools, say homeschooling advocates. Cardiff notes that many youthful "pathologies"--including isolation, cliques, and bullying--are quite "logically" associated with these toxic environments.
--------------------------------------------------------------------------------
Farris envisions homeschooling as more than a mere education alternative or protective measure; rather, it is a revolution of principles--similar to the overthrow of tyranny in the American Revolution--and a way out of the "abyss" of the current culture.
--------------------------------------------------------------------------------

      Such views are painfully reinforced by, for example, news reports attempting to dissect the volatile underpinnings of tragedies like that at Littleton, Colorado's Columbine High School. Farris describes as typical the "hazing hallways" in which "the big, the popular, and the vulgar prey[ed] on the small, the morally pure, and the weird," with the Columbine shooters apparently belonging to the last category.
      In a similar vein, the Washington Post explored the Columbine "cult of the athlete" as a major source of the killers' rage. A June 1999 article revealed a school culture in which athletes were glorified, received special privileges, and often escaped punishment for abusive behavior. White-capped "jocks" and members of the social underclass called "trenchers" harbored, and often acted on, a strong mutual hostility.
      Moreover, a previous Post report revealed that a significant portion of schoolchildren nationwide fall victim to ongoing assaults by schoolyard bullies, beginning as early as the first grade. The story featured agonizing testimony by children who had been taunted, shoved into lockers, and sentenced to eat lunch alone, often with little or no mediation by teachers.
      Such troubling scenarios on the education landscape are clearly lending a boost to the homeschooling movement. Farris reports working with a number of families who began homeschooling after their children suffered physical and/or sexual assaults at school. In one Iowa case, says Farris, school officials were more concerned about protecting the status of the star football player than the safety of the female student he sexually assaulted. Farris also reports that on the day following the Columbine massacre, the phones at the HSLDA "began to ring with a steady rhythm."
      Like many conservative commentators, Farris views shocking episodes of school violence within the context of America's "moral collapse." He envisions homeschooling as more than a mere education alternative or protective measure; rather, it is a revolution of principles--similar to the overthrow of tyranny in the American Revolution--and a way out of the "abyss" of the current culture.

      HOMESCHOOL LEGALITIES

      Farris and his colleagues at the HSLDA frequently invoke the principles of our Founding Fathers in protecting the domain of home educators. With sharp disdain for politicians currently pushing tougher regulations for all educators, the homeschool freedom fighters are passionate, if not overbearing, about the need to "trust citizens" in their endeavor to rear virtuous children. Their mission is bolstered by the approximately thirty-five homeschooling parents who serve as elected members of Congress and state legislatures.

      While the legality of homeschooling has been firmly established, state laws vary widely. Homeschoolers enjoy the most freedom in a handful of states where they are protected by private school status, a legal category that keeps state officials at bay. In some of these states, parents need only file paperwork at the beginning of the school year, and even parents who lack a college degree can become home educators.
      Leaders in the movement have resisted efforts to place homeschooling in a legal category of its own, for fear of opening the door to a host of Big Brother intrusions. About a dozen states with specific home education laws are ranked by the HSLDA as "highly regulated," with a majority of states falling into the range of "moderate" regulation.
      The HSLDA Web site chalks up as victories those cases in which regulations have been struck down--as in a 1991 Kansas repeal of certification requirements for home educators, and the removal of home inspections in states like Maryland and Massachusets. The list also includes the passage of an Oregon law allowing homeschoolers to participate in interscholastic activities in public schools, an issue about which the HSLDA officially claims neutrality, and one which has ignited tempers and legal battles in a number of communities.
      A study conducted by the National Home Education Research Institute (NHERI) found that 76 percent of homeschoolers in three states desired part-time enrollment in public or private school courses. In many cases, parents of high schoolers lacked expertise in a particular area of study and were seeking to fill in the gaps. Others wanted access to clubs and sports for social reasons and for inclusion on college transcripts.
      Such wishes have evoked fierce opposition. A spokesman for a Florida athletics association, quoted in Education Digest, declared, "A student can't represent what he doesn't attend." And contrary to some homeschoolers' contention that public school access is the right of all taxpayers, a representative of angry townspeople in Massachusetts, quoted in U.S. News, had this to say: "It's not fair for them to want the best of what the public school has to offer without paying their dues."
      Increasingly, public education officials are recognizing the need to offer homeschoolers at least limited access to public schools. Curriculum Report, the newsletter for the National Association of Secondary School Principals, recently featured a report urging access. Among the handful of states with liberal policies, Iowa was cited as a model of cooperation. State policymakers there testified that both sides benefit from this partnership between home and public educators, citing community support as a crucial factor in the success of public schools.

      HOMESCHOOL PRACTICALITIES

      The decision to homeschool entails a host of crucial considerations, including the opportunity costs in terms of dollars and parental sanity.
      Homeschool enthusiasts, often advocates of living simply, boast of the relatively low cost of their trade--an average yearly expenditure of just $400 per student, far less than the tuition at any private school or the average bill footed by taxpayers for a child attending public school--a whopping $6,993, according to Dobson.
--------------------------------------------------------------------------------
Public school students receiving homebound instruction due to illness or disability are typically required to complete just six to ten hours of work per week to achieve the equivalent of more than thirty school hours. This corroborates, say homeschool proponents, not only the learning-intensive nature of one-on-one tutelage but also the enormous amount of wasted instructional time in the typical school setting.
--------------------------------------------------------------------------------

      Perhaps the most daunting element of homeschooling for the average parent is the perpetual presence of children. Asked how she manages grocery shopping and routine doctor's visits with five young charges, Rowson replies matter-of-factly: "We all go everywhere, all the time."
      Moreover, this image of a suburban mother toting a van full of children on weekday errands begs a question: How much quality learning time do homeschoolers receive? Experts claim that errands and household chores are par for the course, providing valuable lessons in Real Life 101. As for academics, they insist that children learn more in a few hours at home than in a whole day at school. According to Dobson's Book of Homeschooling Answers, most state boards of education inadvertently concur: Public school students receiving homebound instruction due to illness or disability are typically required to complete just six to ten hours of work per week to achieve the equivalent of more than thirty school hours. The guidelines, say homeschool proponents, corroborate not only the learning-intensive nature of one-on-one tutelage but also the enormous amount of wasted instructional time in the typical school setting.
      But even with the learning curve stacked in homeschoolers' favor, figuring out the best way to enlighten and inspire one's at-home protÄgÄs poses a heartening challenge. A study published by the HSLDA reveals that nearly one-quarter of homeschooling parents purchase complete curriculum packages from vendors eagerly turning a profit on this surging new market. About 71 percent "handpick" their children's instructional materials, borrowing and choosing from various programs of study, including correspondence and computer software courses. Some, like Rowson, take a structured approach in a space designated as "school." Others, including the "unschooling" disciples of Holt, treat the world as their classroom and let their children's interests direct the learning process without fretting over someone else's standards. For those unsure about the best approach, there are probably as many guidebooks and Web sites as there are possibilities.
      Teaching children of different age groups often comes with the homeschool territory and requires both patience and creative time management, say the experts. While one child receives instruction, others work independently on projects. Cardiff encourages older pupils to tutor younger ones, a technique made popular by Joseph Lancaster at the turn of the century, and incorporates projects that are adapted to different levels. In his geography/culture club, composed of several homeschooling families, teenagers present in-depth presentations on famous places while young children create flags or pictures related to the same sites.
      With the current surge of homeschoolers, finding groups with which to network may be as easy as signing up for swimming lessons at the local rec center. In at least one community, networking is so popular that "homeschooling has literally outgrown the home," according to a 1998 article in Time. In Wichita, Kansas, many of the fifteen hundred homeschooled children attend classes and activities in donated warehouse space. They play in bands, put on theater productions, even root for their basketball team, the Homeschool Warriors--all of which smacks paradoxically of life on the other side. And with parental controls inevitably diminished, some Christian parents here have reportedly pulled their children from homeschool classes and clubs.
      Whether they learn in warehouses or at the kitchen table, homeschoolers must keep a record of their scholastic strides. While state requirements vary, many homeschoolers keep a project portfolio and eventually create their own diplomas and transcripts. For unschoolers and others who integrate the various disciplines into their projects, parceling out the subjects on paper poses a formidable challenge. Those enrolled in correspondence schools will have the job done for them; and the many homeschoolers enrolled in community college courses also have the advantage of some official documentation when applying to four-year colleges. For those who approach record-keeping with understandable trepidation, guidebooks and Web sites once more abound.

      HOMESCHOOL ASSESSMENTS

      The national record on homeschoolers is impressive, even if, as some charge, that record is a bit inflated.
      In an oft-quoted 1997 NHERI study, homeschoolers excelled on national standardized tests, outperforming peers in both public and private schools by more than 30 percentile points in subjects across the curriculum.
--------------------------------------------------------------------------------
Society needs to make room for homeschooling, which by all projections is here to stay. We would be wise to assimilate the movement as one more element of our vast cultural diversity and, as such, appreciate its contributions, not the least of which is its challenge to the status quo.
--------------------------------------------------------------------------------

      Moreover, homeschoolers' achievement was not substantially impacted by race, socioeconomic status, or even the educational level of their parents, though these are well-established indicators of success among public school students. The HSLDA emphatically points out another factor with no apparent impact on homeschoolers' achievement: the degree of homeschooling regulation in any given state.
      A more recent study conducted by Lawrence Rudner, national testing expert at the University of Maryland, revealed more: Homeschoolers perform one to four grade levels higher than the rest, and the gap widens with the number of years spent learning at home.
      Homeschool success prevails into high school and college, with ACT exam scores that rank above the national average. A study conducted by Georgia Southern University, reported in a 1998 issue of Insight on the News, found that a majority of college admissions counselors surveyed agreed that homeschoolers were "academically prepared" and "socially well-adjusted" to college. Others, like Stanford Admissions Director Jon Reider, value homeschoolers for their "high level of intellectual independence."
      That may explain why they are so well received by colleges ranging from small Christian institutions like Virginia's Liberty University (where 250 homeschooled students attended in 1996) to secular schools like Marlboro College in Vermont. Marlboro Admissions Director Katherine Hallas, quoted in Insight, contends, "If there were a way to recruit more of them, we would." Finally, homeschoolers can also boast a 1996 enrollment of 40 of their own at Harvard.
      The movement's success is also reflected in its aspiring toward what Farris terms "the next level": the nation's first college for homeschoolers, scheduled to open its doors in Virginia this fall. Though not restricted to students taught at home, Patrick Henry College will reportedly draw homeschoolers interested in pursuing college studies with a Christian foundation.

      OPPOSING VIEWS

      Kathleen Lyons, communications director at the National Education Association (NEA), is quick to fax inquiring journalists several published commentaries that offer a radically different perspective on homeschooling.
      The association's official resolution begins with a blanket statement: "The National Education Association believes that homeschooling programs cannot provide the student with a comprehensive education experience." The resolution goes on to advocate strict regulations, the usual thorns-in-the-side to Farris and friends, including state-approved curricula, certified parent-teachers, and a ban on access to public schools.
      Justifying the push for certification, Lyons contends that "it takes more than a good heart to be a good teacher." On the other hand, she considers parental involvement the "common denominator" in student achievement, regardless of whether schooling is public, private, or home-based. And that, she claims, underlies the misleading nature of studies boasting homeschoolers' shining marks: Positive family dynamics would bolster their achievement no matter what. A fair test, she contends, would compare homeschooled students to a subset of public school students whose parents actively take part in their education.
      Lawrence Rudner, too, has conceded in Knight-Ridder News that his results are likely skewed in homeschoolers' favor due to the difficulty in drawing random samples from a group that lacks a "well-defined universe." While he nonetheless stands by his study, Rudner lends valuable perspective to the media hype over homeschooling miracles: "[The study] doesn't indicate that children perform better academically if they're homeschooled. ... only ... that those parents ... are able to provide a very successful academic environment."
      Still, NEA officials worry about homeschooling environments that are not successful. In a 1998 article in the New Republic, writer Kathy Pfleger ponders the possibilities of homeschool hell: "As the popularity of homeschooling continues to increase, so does the likelihood that well-meaning parents who lack the know-how, time, or resources to be effective teachers--or worse, parents who ... have malign motives--will deprive their children of social skills and a decent education."
      Besides this potential for inadequate instruction and even child abuse, skeptics often raise a qualm related to socialization: Without exposure to other races and ethnic groups, homeschoolers might flunk out in the vital virtue of tolerance. According to NEA President Bob Chase, "

ublic education represents a slice of life that goes beyond ... ballet classes and church socials." Likewise, Andrew Harrmann of the Chicago Sun-Times recalls the character-building "messy world of the American classroom": "I learned not everybody is white. Not everybody has nice clothes ... two parents, two good legs, [or] two nickels to rub together. ... the classroom is and was society, complete with pint-sized politicians, bullies, sweethearts, saints, and sinners."
      And as groundbreaking ceremonies were under way for the first homeschoolers' college, one public education official quoted in the Washington Post decried the prospect of prolonging a "cocoon existence."

      MAKING ROOM FOR HOMESCHOOLING

      While the arguments against homeschooling have a valid ring to them, none has been substantiated. Regarding the tolerance issue, Deb Nelson, homeschooling mom of Blaine, Minnesota, echoes the movement's familiar refrain: "Tolerance for other cultures is really learned within the family, not in school." The big picture in public schools affirms that mere exposure to the melting pot does not a peacemaker make.
      In any case, the homeschooling movement is clearly turning out successful students.
      This is not to say that its leaders should not concede to basic regulations aimed at protecting children's vital interests. Mandated standardized testing may smack of Big Brother to homeschooling freedom fighters, but it does not compare to the tyranny of allowing even a single child to languish without an education. While tests cannot reveal the depth and breadth of learning, they may expose significant lapses. And while homeschooling parents laudably reject all that is vapid and destructive in our popular culture, they need to examine whether they are serving their children's interests by isolating them from all of society's norms and standards.
      Compliance with basic regulations will help fend off critics and encourage partnerships between homeschoolers and the public school community. The NEA and others in public education should surrender the battle to keep homeschoolers out; as Virginia doctoral student Jane Duffey declares in Curriculum Report, "There just seems to be something undemocratic ... and lacking in vision [about denying access]."
      Indeed, society needs to make room for homeschooling, which by all projections is here to stay. We would be wise to assimilate the movement as one more element of our vast cultural diversity and, as such, appreciate its contributions, not the least of which is its challenge to the status quo. Like many countermovements, this one may be compelling the mainstream toward reform, as suggested by another NEA resolution: "Homeschooling presents public school advocates with the challenge to do better, and we will meet this challenge so that all parents see public education as the finest option available." If that translates into smaller classes, more individualized learning, and programs for conflict resolution, the success of homeschooling will extend well beyond its own boundaries.
      By the same token, homeschooling's greatest contribution may be its impact on those of us who entrust our children to public educators: In their perpetual task of child nurturance, homeschooling parents will surely inspire us to take a more active role in our children's schooling--reading with them, visiting their classrooms, and helping them cope with the harsh realities they will likely encounter there.
--------------------------------------------------------------------------------
Helen Mondloch is a freelance writer from northern Virginia.

作者: 大风的爸爸 时间: 2005-3-26 09:33
看不出和和现代私塾有什么关系,一个是要解决问题,一个是要培养神童,差的太远了。

作者: 大风的爸爸 时间: 2005-3-26 10:01

woodgarden+-->引用:woodgarden 除了学校教育，也只剩下home schooling这一块了，当然也是发展最快的一块。

其实大家都知道主流学校的问题多多，也知道垄断教育所带来的社会问题，我不是这个体制的捍卫者，我到是更希望这个社会有一个开放的教育机制，让更多的社会资源转化为教育能力，但是这不等同于让什么卖膏药的，打把势的都有机会来涉足教育。相反应该有着更完善的教育准入制度。我对home schooling 持观察的态度，但是我反对袁先生用home schooling这个东西来包装，佐证他的现代私塾，袁先生敢说这1-2百万家庭都象他一样是为了攀比培养天才么？袁先生如果只是交流，那到是热心的体现，但如果要把他的私塾变为一种神话引诱众多的家庭那就是另一回事了。袁先生毕竟是大教育家出身，那有不懂教育的道理，只是他在媒体上散发的那些个神秘论调就太让人跌眼镜了，天才这些字眼还有多大的市场空间呢？袁先生根本没有必要拿home schooling来标榜，现代私塾不能代表homeschooling。

作者: Qmom 时间: 2005-3-26 11:30
我个人觉得，美国的home schooling和楼主办的现代私塾从本质上讲并不是一回事情。

home schooling的精神实际上是家长身体力行地加入到自己孩子的教育当中。虽然
在美国有些homeschooling是几家人相互教课甚至请一些专科先生来为孩子教课。但
孩子的家长始终都是孩子教育的参与者。而楼主所讲的现代私塾，仍然是把孩子委
托给别人进行教育，虽然和学校相比人数少了，教学灵活了，但不论怎么说和home
schooling不是一回事情。

楼主也总强调很多中国家长的观念跟不上。我觉得，如果说作为家长应该转变什么
观念的话，那应该是对于孩子的教育要尽自己所能参与其中。多参与孩子所在的学
校的活动，同孩子一起做个什么项目，邻里几家一同为孩子们创建个读书俱乐部，
体育俱乐部什么的。

我越来越觉得教育孩子既不该是一件在家里关上门给孩子添小灶的事情，也不该是
件丢给别人，然后报怨人家的事情。尽自己的能力为孩子创造一些教育的环境。就
算孩子上了学，作为家长也应该身体力行地参与到孩子的教育(包括孩子学校、社区
的建设)当中。其实这才是home schooling的精神。

作者: huge57 时间: 2005-3-26 11:51

Qmom+-->引用mom 我个人觉得，美国的home schooling和楼主办的现代私塾从本质上讲并不是一回事情。

home schooling的精神实际上是家长身体力行地加入到自己孩子的教育当中。虽然
在美国有些homeschooling是几家人相互教课甚至请一些专科先生来为孩子教课。但
孩子的家长始终都是孩子教育的参与者。而楼主所讲的现代私塾，仍然是把孩子委
托给别人进行教育，虽然和学校相比人数少了，教学灵活了，但不论怎么说和home schooling不是一回事情。

楼主也总强调很多中国家长的观念跟不上。我觉得，如果说作为家长应该转变什么
观念的话，那应该是对于孩子的教育要尽自己所能参与其中。多参与孩子所在的学
校的活动，同孩子一起做个什么项目，邻里几家一同为孩子们创建个读书俱乐部，
体育俱乐部什么的。

我越来越觉得教育孩子既不该是一件在家里关上门给孩子添小灶的事情，也不该是
件丢给别人，然后报怨人家的事情。尽自己的能力为孩子创造一些教育的环境。就
算孩子上了学，作为家长也应该身体力行地参与到孩子的教育(包括孩子学校、社区
的建设)当中。其实这才是home schooling的精神。

我的理解颇有不同，研究美国家庭学校，对我感触最深的是：自由的学习、个性化的学习、与实践相结合的学习，真正是为未来而学习，并且在这样的学习过程中融入亲情和社会性。我提出的现代私塾概念，除了传承中国的优良学术传统和与中国实际相结合外，就要以美国的家庭学校作为现代观念的参照系。

作者: huge57 时间: 2005-4-1 21:21

大风的爸爸+-->引用:大风的爸爸其实大家都知道主流学校的问题多多，也知道垄断教育所带来的社会问题，我不是这个体制的捍卫者，我到是更希望这个社会有一个开放的教育机制，让更多的社会资源转化为教育能力，但是这不等同于让什么卖膏药的，打把势的都有机会来涉足教育。相反应该有着更完善的教育准入制度。我对home schooling 持观察的态度，但是我反对袁先生用home schooling这个东西来包装，佐证他的现代私塾，袁先生敢说这1-2百万家庭都象他一样是为了攀比培养天才么？袁先生如果只是交流，那到是热心的体现，但如果要把他的私塾变为一种神话引诱众多的家庭那就是另一回事了。袁先生毕竟是大教育家出身，那有不懂教育的道理，只是他在媒体上散发的那些个神秘论调就太让人跌眼镜了，天才这些字眼还有多大的市场空间呢？袁先生根本没有必要拿home schooling来标榜，现代私塾不能代表homeschooling。

你与woodgarden, 都有点滑稽，连我的文章都没有读懂，就来大反天才教育或神童教育。所以我对你们的滑稽驳论，都懒得理。如果你们真想反对天才教育或神童教育，我可以介绍一个网页，你们可以到那里显一下身手：http://www.apfgifted.org

作者: jerryhao 时间: 2005-4-1 21:56

大风的爸爸+-->引用:大风的爸爸袁先生毕竟是大教育家出身，那有不懂教育的道理，只是他在媒体上散发的那些个神秘论调就太让人跌眼镜了，天才这些字眼还有多大的市场空间呢？袁先生根本没有必要拿home schooling来标榜，现代私塾不能代表homeschooling。

你错了，袁博士从来没说过他是大教育家，他不是搞教育出身，只是一个博士，而且也不是他自己说的，是那些记者说的，袁博士只是引用自己的话而已。当然了，这个博士不是宋朝的什么茶博士、水博士，是正经八百的大博士，所以即使不是搞教育的，说出话来也比我们小小老百姓高明得很。

huge57+-->引用:huge57 你与woodgarden, 都有点滑稽

胆敢反对袁博士，说你们滑稽真是便宜你们了！否则，再这样下去，你们会被说成象Edu一样“观点上的偏执，还是心理上的偏执，是心理不正常了”

作者: 大风的爸爸 时间: 2005-4-2 09:18

jerryhao+-->引用:jerryhao 你错了，袁博士从来没说过他是大教育家，他不是搞教育出身，只是一个博士，而且也不是他自己说的，是那些记者说的，袁博士只是引用自己的话而已。当然了，这个博士不是宋朝的什么茶博士、水博士，是正经八百的大博士，所以即使不是搞教育的，说出话来也比我们小小老百姓高明得很。

如果不是为了孩子,我根本不会搭理他这样的糨糊脑子,可怜而已!

作者: sunnyny 时间: 2005-11-3 16:18
我曾在《北京青年报》上看过一篇写袁先生的现代私塾的文章，有照片，很阳光的很亮色的，我把这篇文章裁剪了下来。
今天能在这里了解更多的有关内容，很感谢袁先生的热心。

欢迎光临祝孩子们天天健康快乐！ (http://www.xetjy.com/)