【摘要】： 隨著英語教學的低齡化趨勢,家長對兒童英語學習的期望成為學前教育界的研究熱點之一。但是以往的期望研究過于看重家長期望本身,而忽視了其產(chǎn)生的社會文化背景。出于本人在幼兒英語教學與家長溝通中遇到的難題,以及對社會教育價值觀變遷的思考,與社會文化背景息息相關的家長期望成為了我的研究興趣。 本研究透過現(xiàn)象學方法,在社會文化框架中透視10個家庭對其幼兒英語學習的期望。本文通過家長期望理論,兒童英語發(fā)展理論和社會變遷理論,旨在探索:1)家長對幼兒英語學習有什么樣的期望?2)有哪些主要的社會文化因素影響其期望的形成和實踐?資料收集方式除了半開放式訪談,還包括文件收集、研究者手札與相片拍攝;并使用主體式分析。研究主要發(fā)現(xiàn)為家長在幼兒英語學習的期望中存在六方面的矛盾:1)學習時間是否越早越好;2)學習方式是否以學校為中心;3)學習結果是否以學習成績衡量;4)學習動機是否興趣優(yōu)先;5)學習經(jīng)驗是否應彌補家長的不足;以及6)幼兒整體發(fā)展中是否優(yōu)先考慮留給兒童一個快樂的童年。在這些期望現(xiàn)象的背后,我們進一步闡述了近些年來社會文化的變遷對家長期望的影響:1)生活物質(zhì)水平的提高為家長提供了更多的教育選擇和更廣闊的教育視野:2)與之相應社會壓力的增加和生活方式的改變導致了家長教育期望的變化;以及3)西方價值觀的涌入并與中國傳統(tǒng)價值觀的沖突從根本上導致了家長期望的沖突。對數(shù)據(jù)的多層次采集及大量真實的描寫分析使此項現(xiàn)象學研究具有較強的效度。本研究指出家長對幼兒英語學習的期望深受社會文化大背景的影響,從而引發(fā)對社會價值觀變遷的反思,促進家長期望觀與兒童成長、社會變遷的和諧發(fā)展。同時,本研究對幼兒英語教育有著豐富的實踐指導意義——開展與社會文化背景相適應的幼兒英語教學。
[Abstract]:With the trend of younger age in English teaching, parents' expectation of children's English learning has become one of the hotspots in preschool education. However, previous expectation studies have neglected the social and cultural background of parental expectation. In view of the difficulties I have encountered in communication with parents in English teaching and the reflection on the change of social educational values, the expectation of parents who are closely related to the social and cultural background has become my research interest. Through phenomenological methods, the present study examines the expectations of 10 families for their children's English learning in a sociocultural framework. Through the theory of parental expectation, the theory of children's English development and the theory of social change, this paper aims to explore: 1) what are parents' expectations of young children's English learning? 2) what are the main social and cultural factors that affect the formation and practice of their expectations? In addition to semi-open interviews, data collection includes document collection, researchers' handsets and photographs, and the use of subject analysis. The main findings are as follows: 1) whether the learning time is as early as possible; 2) whether the learning style is school-based; 3) whether the learning result is measured by learning achievement; 4) whether learning motivation is of priority; 5) whether learning experience should make up for the deficiency of parents; and 6) whether priority should be given to leaving children a happy childhood in the overall development of young children. Behind these expectations, We further explain the influence of social and cultural changes on parents' expectations in recent years: 1) the improvement of living material level provides parents with more educational choices and broader educational vision; 2) the corresponding society The increase of stress and the change of life style lead to the change of parents' educational expectation; And 3) the influx of western values and the conflict with Chinese traditional values fundamentally lead to the conflict of parents' expectations. The multi-level data collection and a large amount of real description and analysis make this phenomenological study more effective. The present study points out that parents' expectations for children's English learning are deeply influenced by the social and cultural background, which leads to the reflection on the changes of social values and promotes the harmonious development of parents' expectations and children's growth and social changes. At the same time, this study has a rich practical significance for young children's English education-to carry out English teaching for young children in accordance with the social and cultural background.
【學位授予單位】：浙江師范大學
【學位級別】：碩士
【學位授予年份】：2009
【分類號】：G613.2

【引證文獻】

相關博士學位論文 前1條

1 周平;西班牙幼兒英語教材的活動設計研究[D];湖南師范大學;2012年

相關碩士學位論文 前2條

1 蘇慧;幼兒英語教材比較研究[D];內(nèi)蒙古師范大學;2011年

2 彭莉潔;城市幼兒閑暇生活現(xiàn)狀研究[D];西南大學;2012年

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本文編號：2347842