Abstract:

Since modern times, family education has gradually received attention from multiple disciplines. In the process of theoretical construction, family education has fallen into a triple dilemma of research perspective, research methodology, and pedagogical implication in discourse expression on account of the characteristics of parenting in the private field, the inheritance of individual daily life experience, and informal education rooted in life. However, constructing the theory of family education within pedagogical perspectives is not only the overall mastery of education as a social practice activity to cultivate people, but also the in-depth interpretation of the logical starting point of education: education promotes the growth of human beings. Besides, the research methodology of family education established in cultural orientation, fusion orientation, and practical orientation, is the precondition of theoretical construction. What's more, the theoretical construction of family education returning to pedagogical perspectives needs to cultivate the theoretical achievements of home education based on household education life, focus on the function of family to promote the development of people and break through the path dependence on the theory of discipline education. Besides, it also requires to clarify the theoretical value of family education based on the cultural character of pedagogy and construct a systematic knowledge system.

Key words: family education, theoretical construction, pedagogical perspective, methodology