上海市中高年级小学生闲暇教育现状的调查研究

发布时间：2018-05-19 22:43

本文选题：小学生 + 闲暇教育　；参考：《上海师范大学》2017年硕士论文

【摘要】：学生闲暇时间的利用质量,直接影响其身体、思想、心理、智能、道德素养的发展。我国自1995年5月1日实行双休日工作制后,小学生闲暇时间增多了,闲暇时间的增多为学生全面发展提供了必要条件,但拥有了闲暇时间并不代表学生就一定能全面发展,其关键还在于学生是否能“明智地”、“有意义地”利用闲暇时间。同时,随着社会的发展,在多方压力下,学生处在紧张、机械的学习与生活节奏下,导致“闲而不暇”的状态;当自己一旦拥有闲暇时间时,却又因为对闲暇教育认识不够,加上缺乏必要的闲暇教育技能,造成“闲暇消极”等现状。因此,了解学生的闲暇生活状况,并对学生开展恰当的闲暇教育,促进学生的全面发展是家庭、学校、社会不可忽视的一个问题。本文所研究的闲暇教育是指一切能促进学生在情感、态度、价值观、知识与技能等方面发生积极变化的正式或非正式的教育活动,包括校内闲暇教育和校外闲暇教育两个方面。闲暇时间包括校内闲暇时间和校外闲暇时间两个方面,校内闲暇时间主要指课间十分钟,校外闲暇时间则是完成学校规定的学习任务以外的可以自由支配的时间。本文综合运用文献分析法、问卷调查法及访谈法三种研究方法,针对上海市中高年级小学生闲暇时间的安排与利用、闲暇教育状况做了调查研究。本文以上海市五所小学的三四五年级共600多位小学生为对象做了问卷调查,回收有效问卷592份,辅之对20位学生、12位教师、9位家长进行了访谈。通过调查发现,目前小学生闲暇时间的拥有量较为乐观,但是小学生闲暇教育存在如下几个问题:闲暇活动交往对象以家人为主,集体性活动缺乏;闲暇教育活动内容单一;学校对学生闲暇教育的实施不系统;家长支配为主,学生缺乏自主性,导致“闲而不暇”的状态;社会总体上对学生闲暇教育的实施不够重视;学生自我规划意识普遍较弱,闲暇技能匮乏;学生对于闲暇时间的期望导向有偏失。针对上海市中高年级小学生闲暇教育存在的问题,经过理性思考,分析了其原因,并在此基础上提出几点相应的对策。最终得出如下结论:对于学生闲暇教育的开展需要学校、家庭、社会三方合力,构建以“学校为基础,家庭为桥梁,社会为根本”的横向一体化的新体系,做到校内校外相结合,保证闲暇教育的连贯性与一致性。
[Abstract]:The quality of students' leisure time directly affects the development of their body, mind, psychology, intelligence and moral accomplishment. Since May 1, 1995, our country has implemented the double rest day system, the leisure time of primary school students has increased, the increase of leisure time has provided the necessary condition for the students to develop in an all-round way, but having the leisure time does not necessarily mean that the students can develop in an all-round way. The key is whether students can "wisely" and "meaningfully" use their leisure time. At the same time, with the development of society, under various pressures, students are in a tense, mechanical learning and life rhythm, leading to a state of "leisure and immobility". Once they have leisure time, they do not know enough about leisure education. Coupled with the lack of necessary leisure education skills, resulting in "leisure negative" and so on. Therefore, it is a problem that can not be ignored in family, school and society to understand the students' leisure life condition, and to carry out proper leisure education to promote the students' all-round development. The leisure education studied in this paper refers to all the formal or informal educational activities which can promote the positive changes of students' emotion, attitude, values, knowledge and skills, including leisure education in school and leisure education outside school. Leisure time includes campus leisure time and off-campus leisure time. The school leisure time mainly refers to ten minutes between classes, while the off-campus leisure time is the free time which can be used to complete the study task stipulated by the school. Based on the methods of literature analysis, questionnaire and interview, this paper makes an investigation on the arrangement and utilization of leisure time and the status of leisure education in Shanghai middle and high school students. In this paper, more than 600 primary school students in grade 3, 4 and 5 in five primary schools in Shanghai were investigated, 592 valid questionnaires were collected, and 12 teachers and 9 parents of 20 students were interviewed. Through the investigation, it is found that the quantity of pupils' leisure time is optimistic at present, but there are some problems in the leisure education of pupils as follows: the main objects of leisure activities are family members, the collective activities are lacking, the contents of leisure education activities are single; The implementation of leisure education in schools is not systematic; parents dominate, and students lack autonomy, which leads to the state of "leisure and leisure"; generally speaking, the implementation of leisure education of students is not paid enough attention to in society; the consciousness of students' self-planning is generally weak. Leisure skills are scarce and students' expectation of leisure time is biased. In view of the problems existing in leisure education of middle and high grade pupils in Shanghai, this paper analyzes its causes through rational thinking, and puts forward some corresponding countermeasures on this basis. Finally, the following conclusions are drawn: for the development of leisure education for students, it needs the cooperation of school, family and society to build a new horizontal integration system based on school, family as bridge and society as foundation. In order to ensure the coherence and consistency of leisure education.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G629.2

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