【摘要】：家庭是幼兒園重要的合作伙伴,家園配合,使幼兒在園獲得的學(xué)習(xí)經(jīng)驗?zāi)軌蛟诩彝ブ械玫窖永m(xù)、鞏固和發(fā)展;同時,使幼兒在家庭獲得的經(jīng)驗?zāi)軌蛟谟變簣@的學(xué)習(xí)活動中得到應(yīng)用。隨著我國經(jīng)濟(jì)的快速發(fā)展和工業(yè)化進(jìn)程的不斷加快,提升了人口的流動性,非工業(yè)區(qū)域剩余勞動力轉(zhuǎn)移量越來越大,在增加家庭收入的同時,也帶來一系列的家庭問題,其中學(xué)齡前兒童的入園問題尤為突出。學(xué)齡前兒童由于其身心發(fā)展的特殊性,很難隨父母進(jìn)行轉(zhuǎn)移,大部分幼兒留在了原居住地,形成了一個特殊的群體——學(xué)前留守兒童。受自身教育背景、保教能力和教育意識的限制,學(xué)前留守兒童的主要撫養(yǎng)者無法獨自承擔(dān)起保教好幼兒的重任,幼兒園應(yīng)該協(xié)調(diào)好家、園教育,保持良好的教育合力,為此雙方的有效溝通成為了保教好幼兒的關(guān)鍵。鑒于學(xué)前留守兒童主要撫養(yǎng)者的特殊性,使得幼兒園和學(xué)前留守兒童主要撫養(yǎng)者之間的溝通呈現(xiàn)出許多特殊性問題,影響了其間教育合力的形成,本文正是在這樣的背景下展開研究。第一部分是前言部分。分析了本文的研究意義、文獻(xiàn)綜述以及相關(guān)的核心概念。第二部分是案例呈現(xiàn)。分別選取具有代表性的A、B兩個案例,對學(xué)前留守兒童的主要撫養(yǎng)者進(jìn)行訪談。并根據(jù)案例詳細(xì)分析了此類溝通中存在的特殊性問題,以及問題產(chǎn)生的相關(guān)原因,分別從認(rèn)知、內(nèi)容、方式、程序、理解等層面進(jìn)行深入分析。第三部分針對學(xué)前留守兒童主要撫養(yǎng)者與幼兒園溝通過程中存在的特殊性問題及問題產(chǎn)生的原因,本研究提出了解決問題的系列策略:提升溝通認(rèn)知,增強(qiáng)社會關(guān)注度;厘清溝通內(nèi)容,加強(qiáng)溝通實效度;強(qiáng)化溝通技巧,深化家園合作度。第四部分是結(jié)論部分。對本文的研究進(jìn)行總結(jié)。希望通過本文的研究,能夠促進(jìn)學(xué)前留守兒童主要撫養(yǎng)者與幼兒園之間的有效溝通,以形成良好的教育合力。
[Abstract]:The family is an important partner in kindergartens, home cooperation, so that the learning experience acquired by young children in the kindergarten can be continued, consolidated and developed in the family; at the same time, To enable children in the family experience can be used in kindergarten learning activities. With the rapid development of China's economy and the acceleration of the industrialization process, the mobility of the population has been increased, and the amount of surplus labor in non-industrial areas has been increasing. While increasing household income, it has also brought about a series of family problems. Among them, preschool children's participation in the kindergarten is particularly prominent. Due to the particularity of their physical and mental development, preschool children are difficult to transfer with their parents, and most of them remain in their original places of residence, forming a special group of pre-school left-behind children. Limited by their own educational background, nursing ability and educational consciousness, the main caregivers of pre-school left-behind children cannot take on the responsibility of keeping good children alone. Kindergartens should coordinate home and kindergarten education and maintain good educational resultant force. To this end, effective communication between the two sides has become the key to good care of young children. In view of the particularity of the main caregivers of pre-school left-behind children, there are many special problems in the communication between kindergarten and preschool left-behind children, which affect the formation of educational joint forces. It is under this background that this paper carries out the research. The first part is the preface. The significance of this paper, literature review and related core concepts are analyzed. The second part is case presentation. Two typical cases of AHB were selected to interview the main caregivers of preschool left-behind children. According to the case, the paper analyzes the particularity of this kind of communication in detail, as well as the related causes of the problem, respectively from the cognitive, content, way, procedure, understanding and other levels of in-depth analysis. In the third part, aiming at the particularity problems and the causes of the problems in the communication between preschool children and kindergarten, this study puts forward a series of strategies to solve the problems: promoting communication cognition and enhancing social concern; Clarify communication content, strengthen communication effectiveness, strengthen communication skills and deepen home cooperation. The fourth part is the conclusion. Summarize the research of this paper. It is hoped that the research in this paper can promote the effective communication between the main caregivers of preschool left-behind children and kindergartens so as to form a good educational joint force.
【學(xué)位授予單位】：湖北師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G616

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本文編號：2230395