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本书以家庭为载体，以未成年人(0-18 岁)为对象，以教育实现为目的，通过历史学、社会学、教育学、规划学视角，对家庭教育进行剖析;提出以人格培养为基础，以家庭(家长)对子女的学业、社会融入、个性化发展期望为中心任务的规划模型构思，并通过家庭、学校、社会三个空间场景实施实现。本书可作为家长(及实际监护人)、教育职业者及家庭教育服务工作者、高校及研究机构、政府相关部门及公共团体人士参考之用。
001 内容简介
003 序一/顾明远
009 序二/朱雁群
029 第一篇 相关界定/朱雁群
家庭教育规划、子女教育规划及国内外发展概要
031 一、家庭教育规划
036 二、子女教育规划
039 三、国际视角概要
055 四、国内发展概要
069 第二篇 历史视角/岳庆平
家庭实施子女教育规划的若干建议
073 一、前言
079 二、规划方案形成
088 三、家庭参与方式
095 四、规划视域下的家庭教育问题
106 五、规划视域下的父母教育作用
117 六、规划视域下的综合素养提升
124 七、规划视域下的外部资源融入
137 八、结语
143 第三篇 社会视角/叶兆辉
从子女的精神健康看家庭培养计划
148 一、前言
151 二、家庭计划需要考虑遗传及脑部发展的因素
158 三、家庭计划需要考虑子女的成长环境
163 四、家庭计划应重视子女的精神健康发展
169 五、家庭计划应定时作评估及检视
185 六、家庭计划应包含家庭教育
193 七、家庭计划的实践
200 八、总结
209 第四篇 教育视角/康丽颖
做好家庭教育规划，父母和子女相伴成长
215 一、从成家立业开始规划家庭教育
226 二、在亲子相伴中规划孩子的人生
250 三、构建家庭教育规划的生态系统
275 第五篇 规划视角/朱雁群
家庭教育规划的理念及实践构想
279 一、相关界定
282 二、基础判断
285 三、角色阐述
299 四、部分观点
307 五、实践构想
349 六、结语
357 后记/朱雁群
365 作者简介
一、家庭教育规划
广义的家庭教育规划是家庭全体成员的教育规划，包含未成年子女、成年子女、父母及长者；狭义的家庭教育规划往往是指对未成年子女的教育规划。
1、基本界定：家庭教育规划，是指对家庭教育相关工作的提前计划和安排，是以实现家庭教育目标为中心任务的前置性工作，重在规划，是全家庭的教育规划。
2、广义内涵：广义的家庭教育规划有多个维度的涵盖。在规划对象方面，包含家庭全体成员，其中以未成年人为主，同时包含家庭成年人成员，如夫妻、长者及其他家庭成年成员；在规划内容方面，可以是针对未成年人的人格培养、学业培养、社会融入及个性化等的培养规划，也可以是针对夫妻关系、亲子关系、婆媳关系等方面的学习规划，同时包含用以指导家庭成员处理好各种家庭事务、社会关系、工作关系的学习安排；家庭教育规划还可以涵盖长者的学习计划等。
3、狭义内涵：狭义的家庭教育规划通常是指针对0-18岁子女的教育规划，即子女教育规划。由此可见，针对子女的教育规划和培养安排，既是家庭教育规划的重要组成部分，也是家庭教育的首要任务，因此，家庭教育规划的重心自然也落到子女教育规划上。家庭教育规划的另一个狭义理解，也可以是家庭成员的教育规划中关于家庭关系、家庭事务的教育规划。
4、规划指向：如果家庭教育规划指向的是人，是以人为中心，探讨人的全面发展，则指的是全体家庭成员，且不仅探讨家庭内部事务，也探讨学校和社会，即全员和全面的规划，为广义内涵指向。如果家庭教育规划指向的是事和任务，也就是以家庭为空间指向，以家庭里的教育内容为任务指向，则只探讨被规划者和家庭内部的与人与事相关的教育规划，为狭义内涵指向。
5、规划责任：可以是由家庭的核心成员负责规划，也可以是全家庭共同制定，还可以由专门服务提供支持。
6、规划践行：家庭教育规划及其方案只有通过践行才能呈现价值，才能作用于家庭及家庭成员的成长和发展，任何无实践的规划都是无效的。
二、子女教育规划
广义的子女教育规划是父母对子女的教育规划，包含未成年子女、成年子女；狭义的子女教育规划往往是指对未成年子女的教育规划。
1、基本界定：子女教育规划，也称之为子女培养计划，主要是指家长对0-18岁未成年子女的教育培养规划，是以子女教育培养为核心的前置性工作。
2、空间维度：子女如何适应并处理好与家庭、学校、社会的多种关系，如何获得基于家庭、学校、社会等公共价值体系认可，子女未来如何在适应社会的前提下获得自我价值的实现等，都是子女教育规划的中心任务。
3、规划内容：针对0-18岁未成年子女的人格培养、学业培养、社会融入及个性化等的培养规划，是子女教育规划的首要任务和家庭教育的重心。
4、规划责任：一般是由家长（父母或实际监护人）负责具体的规划；必要的时候，家长可以寻求专业支持。
5、规划践行：子女教育规划主要以方案形式呈现，只有通过践行才能体现其价值，才有助于子女的健康成长和全面发展，任何无实践的规划都是无效的。
关于家庭教育规划课题，朱雁群还提出“行胜于言、行致于知”的公民教育理念，呼吁广大家长摒弃“只想不做、只说不做，但说他人己不为”的态度，提倡务实的“修身践行”新风尚。
引用自朱雁群编著的《家庭教育规划·多视角》（ISBN9789887524281），第一篇（相关界定）第一节（家庭教育规划）、第二节（子女教育规划）
A.Family Education Planning
1. Basic definition
Family education planning, with emphasis on planning, is the planning and arrangement of family education related work in advance. It is the proactive work with the goal of family education as the central task, and it is the education planning of the whole family.
2. Broad connotation
Broad family education planning covers multiple dimensions. In terms of planning objects, it includes all members of the family, mainly minors, as well as adult members, such as husband and wife, elders and other adult members. In terms of the planning content, it can be the cultivation planning for personality development, academic cultivation, social inclusion and individuation of minors, or the study planning for husband-wife relationship, parent-child relationship, mother-daughter-in-law relationship and other aspects, and it also includes the learning arrangements for guiding family members to deal with various family affairs, social and working relationships. Family education programs may also cover learning programs for the elderly.
3.Narrow connotation
The narrow connotation of family education planning usually refers to the educational planning for children aged 0-18, that is, children's education planning. Thus, it can be seen that education planning and training arrangement for children are not only an important part of family education planning, but also the primary task of family education. Accordingly, the focus of family education plan also falls naturally on children education plan. Another narrow connotation of family education planning can also be the educational planning of family relations and family affairs in the educational planning of family members.
4. Planning orientation
If the planning of family education focuses on people and discusses the all-round development of people, it acts on all family members. Moreover, it not only discusses the internal affairs of the family, but also discusses the school and society, that is, the overall and comprehensive planning, which belongs to the broad connotation. If family education planning is directed to issues and tasks, that is, to the family as the spatial orientation and the educational content in the family as the task orientation, then it only discusses the educational planning related to people and issues of the planner and the family, which belongs to the narrow connotation.
5. Planning responsibility
It can be made by the core members of the family, or by the whole family, or supported by specialized services.
6. Planning and practice
Only through practice can family education planning and its programs reflect value and play a role in the growth and development of families and family members. Any planning without practice is invalid.
B.Children’s Education Planning
1.Basic definition
Children's education planning, also known as children's training plan, mainly refers to the education and training planning of the parents for 0-18 years old juvenile children. It also serves as the core of the proactive work to children's education and training.
2.Spatial dimension
The central task of children's education planning is how to adapt to and deal with multiple relationships with family, school and society, how to obtain recognition based on public value systems such as family, school and society, and how to achieve self-value of children in the future on the premise of adapting to the society.
3.Planning content
The cultivation planning for juveniles children aged 0-18, such as personality cultivation, academic training, social inclusion and individualization, is the primary task of children's education planning and the focus of family education.
4.Planning responsibility
Parents (parents or actual guardians) are generally responsible for specific planning, and parents can seek professional support when necessary.
5.Planning and practice
Children's education planning is mainly presented in the form of schemes. Only through practice can it reflect its value and contribute to the healthy growth and overall development of children.
On the subject of family education planning, Zhu Yanqun also proposed the concept of "Behavior Leading Ideology" of civic education, called on the majority of parents to abandon the attitude of "just wanting and saying but not doing, just talking about others but not doing it yourself”, and advocated a pragmatic new trend of "Self-cultivation and Practice”.
·朱雁群（规划学视角作者及编著人）：深圳市蓝海教育科学研究院院长、深圳市立信测评技术研究开发中心理事长，主要从事世家理论、教育变革、家庭教育规划研究。致力于家庭教育规划的体系建构、应用实践及人才培养。
·岳庆平（历史学视角作者）：北京大学教授、博士生导师、金秋创新发展研究院院长，历任北京大学政策研究室主任、发展规划部部长、人才研究中心主任，城市治理研究院学术委员会主任，曾任中央统战部机关党委常委等。主要从事历史学、家庭历史学、家族发展史研究。
·叶兆辉（社会学视角作者）：香港大学教授、博士生导师，社会科学学院副院长。社会兼职：香港家庭计划委员会理事及研究小组主席，曾任亚洲人口协会理事长, 国际计生会西太平区主席, 香港「防止学生自杀委员会」主席等职。主要从事防止自杀、人口政策与人口健康研究等。
·康丽颖（教育学视角作者）：首都师范大学教授、博士生导师，学前教育学院院长、家庭研究中心主任、教育基本理论研究所所长，兼任教育部关工委家庭教育中心副主任及秘书长、北京市家庭教育研究会副会长、中国家庭教育专业委员会常务理事等职。主要从事教育社会学、教师教育、青少年校外教育和家庭教育学前教育研究。