学前留守儿童家园沟通案例研究
发布时间：2018-09-08 11:34
【摘要】：家庭是幼儿园重要的合作伙伴,家园配合,使幼儿在园获得的学习经验能够在家庭中得到延续、巩固和发展;同时,使幼儿在家庭获得的经验能够在幼儿园的学习活动中得到应用。随着我国经济的快速发展和工业化进程的不断加快,提升了人口的流动性,非工业区域剩余劳动力转移量越来越大,在增加家庭收入的同时,也带来一系列的家庭问题,其中学龄前儿童的入园问题尤为突出。学龄前儿童由于其身心发展的特殊性,很难随父母进行转移,大部分幼儿留在了原居住地,形成了一个特殊的群体——学前留守儿童。受自身教育背景、保教能力和教育意识的限制,学前留守儿童的主要抚养者无法独自承担起保教好幼儿的重任,幼儿园应该协调好家、园教育,保持良好的教育合力,为此双方的有效沟通成为了保教好幼儿的关键。鉴于学前留守儿童主要抚养者的特殊性,使得幼儿园和学前留守儿童主要抚养者之间的沟通呈现出许多特殊性问题,影响了其间教育合力的形成,本文正是在这样的背景下展开研究。第一部分是前言部分。分析了本文的研究意义、文献综述以及相关的核心概念。第二部分是案例呈现。分别选取具有代表性的A、B两个案例,对学前留守儿童的主要抚养者进行访谈。并根据案例详细分析了此类沟通中存在的特殊性问题,以及问题产生的相关原因,分别从认知、内容、方式、程序、理解等层面进行深入分析。第三部分针对学前留守儿童主要抚养者与幼儿园沟通过程中存在的特殊性问题及问题产生的原因,本研究提出了解决问题的系列策略:提升沟通认知,增强社会关注度;厘清沟通内容,加强沟通实效度;强化沟通技巧,深化家园合作度。第四部分是结论部分。对本文的研究进行总结。希望通过本文的研究,能够促进学前留守儿童主要抚养者与幼儿园之间的有效沟通,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.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G616
本文编号：2230395
[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.
【学位授予单位】：湖北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G616
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