【摘要】： 國內(nèi)外許多研究表明,加強(qiáng)幼兒園與家庭、社區(qū)的密切聯(lián)系,構(gòu)建幼兒園、家庭、社區(qū)三位一體的社區(qū)兒童早期教育模式及運(yùn)行機(jī)制,形成社區(qū)兒童早期教育服務(wù)的正向合力,具有重要的現(xiàn)實(shí)意義。 武漢市武昌區(qū)幼兒園有哪些資源可以為社區(qū)兒童早期教育服務(wù)?社區(qū)居民對兒童早期教育的需求有哪些?幼兒園為社區(qū)兒童早教服務(wù)存在哪些問題?如何改進(jìn)?研究者認(rèn)為,研究這些問題,無論是從理論層面還是從實(shí)踐層面來看都具有十分重要的意義。 本研究在參考國內(nèi)外學(xué)者研究的基礎(chǔ)上,采用調(diào)查研究的方法,選取了武昌區(qū)11個社區(qū),110個家長樣本、24所幼兒園,48位園長(教師)樣本作為研究對象,通過訪談法、問卷法、文獻(xiàn)法對所研究的問題進(jìn)行了資料收集和分析。研究雖有可取之處,但也存在很多不足,需要做大量的后續(xù)研究加以完善。 研究結(jié)果表明,武昌區(qū)幼兒園為社區(qū)兒童兒童早期教育服務(wù)中呈現(xiàn)的情況是: 1.社區(qū)提供兒童早期教育服務(wù)的能力取決與本社區(qū)的人力、物力、財(cái)力等資源。 2.社區(qū)幼兒園沒有充分發(fā)揮專業(yè)資源優(yōu)勢,開展社區(qū)居民需求的兒童早教服務(wù)。 3.社區(qū)兒童早教指導(dǎo)人員缺乏專業(yè)隊(duì)伍。 對此,研究者認(rèn)為:在目前的社會環(huán)境和綜合條件下,要建立社區(qū)兒童早教服務(wù)網(wǎng)絡(luò),較為理想的模式是根據(jù)本地區(qū)實(shí)際,遵循0-3歲嬰幼兒的身心規(guī)律,通過社區(qū)教育資源、家庭教育資源和學(xué)前教育機(jī)構(gòu)教育資源的開發(fā)與整合,以學(xué)前教育機(jī)構(gòu)為主導(dǎo),家庭為載體,依托社區(qū)開展形式多樣的家庭教育指導(dǎo)工作,促進(jìn)0-3歲嬰幼兒全面、健康、充分的發(fā)展,促進(jìn)嬰幼兒家長及看護(hù)人的科學(xué)育兒水平的提高。在此基礎(chǔ)上初步形成以幼兒園為社區(qū)兒童早教中心,以社區(qū)兒童早教服務(wù)站為基礎(chǔ),以家庭為服務(wù)終端的社區(qū)兒童早教服務(wù)網(wǎng)絡(luò),行政部門作為決策層和各相關(guān)部門的管理層、幼兒園和社區(qū)兒童早教機(jī)構(gòu)作為操作層三方聯(lián)動,以開展服務(wù)性活動、培訓(xùn)活動、開放性活動、參與性活動、教育性活動、研究性活動等各種兒童早教服務(wù)活動為平臺,建構(gòu)幼兒園、家庭、社區(qū)三位一體的社區(qū)兒童早期教育模式,從而建立適應(yīng)社會主義市場經(jīng)濟(jì)的管理體制,逐步形成政府重視,教育部門主管,各有關(guān)部門積極參與,社會各方關(guān)心、支持兒童早期教育的良好的社會環(huán)境。 對社區(qū)兒童早教理想模式的構(gòu)建,研究者提出了以下的建議: 1、社區(qū)兒童早教機(jī)構(gòu)必須有政府及各部門的扶持和幫助。 2、以社區(qū)為依托,落實(shí)“托幼保教一體化”。 3、提高社區(qū)居民對兒童早期教育的認(rèn)識。 4、加強(qiáng)社區(qū)兒童早期教育指導(dǎo)隊(duì)伍的建設(shè)和培訓(xùn) 5.以活動為載體,全面、細(xì)致地提高社區(qū)兒童早教水平。
[Abstract]:Many studies at home and abroad show that strengthening the close relationship between kindergarten and family and community, constructing the early education model and operation mechanism of kindergarten, family and community, and forming the positive resultant force of community early education service. It has important practical significance. What resources can the kindergarten in Wuchang District of Wuhan serve for the early education of children in the community? What are the needs of community residents for early childhood education? What problems does kindergarten have for early education of children in the community? How to improve? The researchers believe that it is of great significance to study these problems both theoretically and practically. Based on the research of scholars at home and abroad, this study selected the samples of 48 heads (teachers) of 110 parents from 24 kindergartens in Wuchang District by using the method of investigation and research. Through interviews and questionnaires, this study selected the samples of 48 heads (teachers) of 24 kindergartens in Wuchang District. The literature method is used to collect and analyze the data of the problems studied. Although there are some merits in the research, there are still many deficiencies, which need to be improved by a large number of follow-up studies. The results show that: 1. The community's ability to provide early childhood education depends on its human, material and financial resources. Community kindergartens do not give full play to the advantages of professional resources, community needs of early childhood education services. 3. Lack of professional staff for early education of children in community. In view of this, the researchers believe that under the current social environment and comprehensive conditions, the ideal model for establishing a community early education service network for children is to follow the physical and mental laws of children aged 0-3 and to adopt community education resources according to the actual situation in the region. The development and integration of family education resources and pre-school education resources, with preschool education institutions as the leading and family as the carrier, relying on the community to carry out a variety of family education guidance work, to promote 0-3 years old infants comprehensive and healthy, Full development to promote the scientific parenting level of parents and caregivers of infants and young children. On this basis, a network of community early education service for children based on kindergarten as community early education center, community early education service station for community children and family as service terminal is formed. The administrative department acts as the decision-making level and the management of all relevant departments. Kindergarten and community early childhood education institutions serve as a platform for all kinds of children's early education service activities, such as service activities, training activities, open activities, participatory activities, educational activities, research activities, etc. To construct a trinity model of early education for community children in kindergarten, family and community, so as to establish a management system adapted to the socialist market economy, and gradually form a management system that the government attaches importance to, the education department is in charge, and all relevant departments actively participate. All sectors of society are concerned and support a good social environment for early childhood education. For the construction of the ideal model of early education for community children, the researchers put forward the following suggestions: 1. Community early education institutions must have the support and help of the government and various departments. Third, improve community residents' understanding of early childhood education. 4. Strengthen the construction and training of community early education guidance team. Take the activity as the carrier, comprehensively, meticulously enhances the community child early education level.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2008
【分類號】：G610

【引證文獻(xiàn)】

相關(guān)期刊論文 前1條

1 姜新新;蔡淑蘭;;我國早教機(jī)構(gòu)管理存在的問題及其分析[J];內(nèi)蒙古師范大學(xué)學(xué)報(bào)(教育科學(xué)版);2011年02期

相關(guān)碩士學(xué)位論文 前3條

1 姜新新;呼和浩特市早教中心發(fā)展的研究[D];內(nèi)蒙古師范大學(xué);2011年

2 曹瓊;幼兒園藝術(shù)教育中社區(qū)資源的開發(fā)利用研究[D];湖南師范大學(xué);2011年

3 郭曉艷;幼兒園托班教養(yǎng)經(jīng)歷對3-6歲幼兒動作發(fā)展的成效研究[D];四川師范大學(xué);2011年

，

本文編號：2195029