本文關(guān)鍵詞：農(nóng)村父母參與幼兒園教育的現(xiàn)狀研究　出處：《華中師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 農(nóng)村 父母參與 幼兒園教育 問(wèn)題 原因 對(duì)策

【摘要】：學(xué)前教育作為一項(xiàng)極其復(fù)雜的系統(tǒng)工程,“不是家庭一方面可以單獨(dú)勝任的,也不是幼稚園一方面能單獨(dú)勝任的,必定要雙方通力合作,方能得到充分的功效。”家庭和幼兒園作為幼兒生活、學(xué)習(xí)中兩個(gè)最重要的微觀系統(tǒng),共同承擔(dān)幼兒教育的責(zé)任。父母積極主動(dòng)參與幼兒園教育活動(dòng)不僅能使幼兒來(lái)自家庭和幼兒園兩方面的經(jīng)驗(yàn)相互補(bǔ)充、相互銜接,更具一致性和連續(xù)性,保障幼兒的和諧發(fā)展,也可以轉(zhuǎn)變家長(zhǎng)教育觀念、提升教育能力,促進(jìn)幼兒園教育質(zhì)量的提高。而農(nóng)村學(xué)前教育質(zhì)量的提高更關(guān)乎我國(guó)整體學(xué)前教育質(zhì)量的發(fā)展,因此,對(duì)農(nóng)村幼兒園父母參與的研究具有重要的現(xiàn)實(shí)意義。 本研究選取沁陽(yáng)市西向鎮(zhèn)4所農(nóng)村幼兒園中的部分父母與教師進(jìn)行了研究。對(duì)國(guó)內(nèi)外關(guān)于家長(zhǎng)參與的相關(guān)文獻(xiàn)進(jìn)行了檢索和梳理,闡述了已有研究的特點(diǎn)及啟示。在此基礎(chǔ)上,論文分別對(duì)人類發(fā)展生態(tài)學(xué)理論、系統(tǒng)論和多元智能理論進(jìn)行了介紹和分析,試圖為本研究提供理論基礎(chǔ)。 本研究采用了文獻(xiàn)法、問(wèn)卷調(diào)查法、訪談法,圍繞著父母參與權(quán)利、參與態(tài)度、參與主體、參與內(nèi)容、參與方式、參與頻率、阻礙父母參與的因素及促進(jìn)父母參與的相關(guān)對(duì)策等進(jìn)行了研究。 研究結(jié)果表明：(1)農(nóng)村父母在參與幼兒園教育方面取得了一定的成效,如家長(zhǎng)參與受到農(nóng)村家長(zhǎng)與教師的重視；父母參與形式多樣化；對(duì)家長(zhǎng)參與的認(rèn)識(shí)趨于合理。但也存在一些問(wèn)題,如農(nóng)村父母參與的權(quán)利意識(shí)薄弱,邊緣化現(xiàn)象嚴(yán)重；父母自我效能感較低且態(tài)度消極；參與主體性別結(jié)構(gòu)同質(zhì)化且祖輩家長(zhǎng)參與問(wèn)題較多；父母與教師關(guān)注內(nèi)容錯(cuò)位；父母參與渠道單一且層次較低；父母參與頻率較低等。(2)影響父母參與的因素既有微觀層面的父母觀念滯后、參與活動(dòng)實(shí)際效果差、孩子數(shù)量較多、家庭結(jié)構(gòu)單一或復(fù)雜、幼兒園制度缺失與活動(dòng)經(jīng)費(fèi)匱乏等因素,也有來(lái)自宏觀層面的政府思想上重視不夠和行為上引導(dǎo)欠缺等。 為此,本研究從家庭、幼兒園和政府三個(gè)角度提出了促進(jìn)農(nóng)村家長(zhǎng)參與幼兒園教育的建議：父母應(yīng)注重自身觀念的更新與提高,積極營(yíng)造父親參與幼兒園教育的良好氛圍,并與教師樹立平等溝通的合作關(guān)系；幼兒園應(yīng)完善父母參與的制度與組織建設(shè),著力提升教師-農(nóng)村父母間的參與意識(shí)與參與能力,增強(qiáng)父母參與形式的豐富性與適宜性；政府則應(yīng)完善家長(zhǎng)參與幼兒園教育的相關(guān)法規(guī)建設(shè),建立健全涵蓋父母參與的園所幫扶與評(píng)價(jià)機(jī)制。
[Abstract]:As a very complicated system project, pre-school education is not something that the family can do alone or kindergartens can do on the one hand. Both sides must cooperate with each other. In order to achieve full effectiveness. "the family and kindergarten as a child life, learning in the two most important micro system. Parents actively participate in kindergarten education activities can not only make children from the family and kindergarten two aspects of experience to complement each other, more consistent and continuous. Ensuring the harmonious development of children can also change the parents' educational concept and improve their educational ability. The improvement of the quality of pre-school education in rural areas is related to the development of the quality of preschool education in China as a whole. Therefore, the research on the participation of parents in rural kindergartens is of great practical significance. This study selected some parents and teachers in 4 rural kindergartens in Xixiang Town, Qinyang City, and searched and combed the related literature about parents' participation at home and abroad. On the basis of this, the theory of human development ecology, the theory of system and the theory of multiple intelligences are introduced and analyzed respectively, in order to provide a theoretical basis for this study. This study adopts the methods of literature, questionnaire, interview, around parents' right to participate, attitude of participation, main body, content, way and frequency of participation. The factors hindering parents' participation and the related countermeasures to promote parental participation were studied. The results show that: 1) Rural parents have achieved certain results in participating in kindergarten education, such as parents and teachers attached importance to parents' participation in rural areas; Diversity of forms of parental participation; The awareness of parental participation tends to be reasonable, but there are also some problems, such as the weak awareness of the right of participation of parents in rural areas and the serious marginalization phenomenon; Low self-efficacy and negative attitude of parents; The gender structure of the participants is homogenized and the problems of the parents' participation are more; Parents and teachers pay attention to content dislocation; The parents' participation channel is single and the level is lower; Parents' participation frequency is lower. 2) the factors that affect parents' participation include the lag of parents' concept at the micro level, the poor actual effect of participating activities, the large number of children, and the single or complex family structure. There are some factors, such as the lack of kindergarten system and the lack of funds for activities, as well as the lack of attention and guidance of the government from the macro level and so on. Therefore, this study from the family, kindergarten and government three angles to promote rural parents to participate in kindergarten education proposals: parents should pay attention to their own concept of renewal and improvement. Actively create a good atmosphere for fathers to participate in kindergarten education, and establish a cooperative relationship of equal communication with teachers; Kindergarten should perfect the system and organization construction of parents' participation, promote the participation consciousness and ability between teachers and rural parents, and enhance the richness and suitability of parents' participation. The government should perfect the related laws and regulations of parents' participation in kindergarten education, and establish and improve the support and evaluation mechanism of parents' participation in the kindergarten.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：G616

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 劉明;;英國(guó)家園合作的特點(diǎn)及啟示[J];當(dāng)代學(xué)前教育;2008年02期

2 焦彩麗;;家長(zhǎng)參與的方式和范圍[J];當(dāng)代教育論壇(學(xué)科教育研究);2008年03期

3 南姣鵬;;來(lái)自美國(guó)家園合作的啟示——基于美國(guó)幾種家園合作計(jì)劃的思考[J];教育與教學(xué)研究;2013年02期

4 范秀雙;論學(xué)生家長(zhǎng)參與學(xué)校教育的權(quán)利[J];教學(xué)與管理;2000年08期

5 蔡迎旗;走出家園合作的困境[J];山東教育(幼教版);2000年Z5期

6 唐鳳玲;“家庭參與”的綜合辨析[J];山東教育;2003年27期

7 李燕芳,管益杰,樓春芳,周英,董奇;兒童發(fā)展中父母參與的研究綜述[J];教育探索;2005年05期

8 陳丹;;幼兒園活動(dòng)中的父親參與不可或缺——基于性別心理學(xué)的思考[J];教育探索;2011年09期

9 劉秀麗;趙娜;;父親角色投入與兒童的成長(zhǎng)[J];外國(guó)教育研究;2006年11期

10 張旺;經(jīng)合組織成員國(guó)“家長(zhǎng)參與教育”概況及啟示[J];外國(guó)中小學(xué)教育;2001年01期

，

本文編號(hào)：1367694