【作者】 李晖；

【导师】 魏新民；

【作者基本信息】 西北师范大学 ， 学前教育学， 2005， 硕士

【摘要】 近年来,随着生态化运动和跨文化研究的兴起,人们越来越重视家庭对儿童的影响,本研究将家庭教育方式和儿童的发展关系置于广阔的生态背景下,探讨家庭教育方式对儿童兴趣发展的影响具有重要的现实意义。 本研究用调查的方法,在家庭教育基本情况、家庭教育观念及行为、家庭教育方式类型这些具有生态效度的家庭教育情境中,将兴趣作为因变量,考察3—6岁儿童兴趣发展的特点及其与家庭教育方式之间的关系,分析、探讨家庭教育方式诸因素对儿童广泛、稳定、积极兴趣发展的影响。 本研究采用分层随机抽样法,运用儿童家庭教育方式调查问卷和儿童兴趣调查问卷,对兰州市3所不同类型幼儿园大、中、小班254名儿童家长进行调查,回收有效问卷224份,运用布朗芬布伦纳生态系统理论的观点,结合统计分析的结果,对家庭教育方式生态系统与儿童兴趣发展间的关系进行讨论,总结出其二者间相互作用的结构示意图,并得出以下结论: 1.3—6岁儿童兴趣广度、稳定性、效能的发展,在性别、年龄上无本质差异;3—6岁儿童兴趣广泛,开始向稳定、积极的方面发展,且随着年龄的增长而逐步发展。 2.家长普遍能够尊重儿童的独立自主性,尊重儿童的兴趣和个别差异,以比较民主而有效的温暖宽容型教育方式对待儿童。 3.儿童广泛、稳定、积极的兴趣品质与和谐温馨的家庭气氛、支持赞许的念度、积极的家庭人际交往、良好的家庭学习氛围、正确的教育观念、稳定一致的教育影响等家庭教育方式中各因素密切相关。 4.家长培养自身健康积极的兴趣爱好(尤其是父亲)对儿童兴趣发展有着潜移默化的重要影响。 5.儿童兴趣是其自身所处的生态系统中各因素相互作用的结果。家庭中无论主观的、客观的,还是精神的、物质的因素,都会通过直接或间接的方式作用于儿童,影响儿童兴趣的发展。 6.在分析讨论的基础上提出利于儿童兴趣发展的合理化教育建议。更多还原

【Abstract】 In recent years, with the development of the ecosystem campaign and cross-cultural research, people increasingly pay more attention to the family influence to children. This study, placing the relation between family educational patterns and children’s development in the vast ecosystem background, inquires the influence of family educational patterns to children’s interesting development.This study, used the methods of investigation, takes the survey of family education, concepts of family education, behavior of family education, family education patterns as a family educational situation which has ecologicalvalidity; takes interest as dependent a variable; inquires the characteristics of interesting development in 3-6 years old children and the relationship between the interesting development and family education patterns; analyzes and studies various factors of family education patterns and its influence to children’s interesting development in abroad, stable and positive way.This study, used the methods of random sampling, the Questionnaire of Family Education Patterns in Children, Children Interest Questionnaire, investigated and analyzed the 254 children’s patriarches from three levels of three different kindergartens in Lanzhou, received 224 valid questionnaires. And then I made use of the point of Bronfenbrenner’s ecosystem theory, analyzed and discussed the relation between the ecosystem of family education patterns and children interesting development, built the structural map of the interaction between them, and finally came to some following conclusions:1. There is no any difference in breadth, stability, efficiency of the interesting development among 3-6 years old children, No matter which sex and age. 3-6 years old children have broad interest, and develop children’s interest towards stable and positive orientation with their increasing age.2. Generally speaking, the patriarches can respect children’s independent, their interesting and their individual differences and can treat their children in a democratic, valid, warm and tolerant way.3. There are close relations among the factors of family education patterns, such as broad, stable, and positive interesting characteristics in children, warm family climate, supporting attitude, positive relation between parents and children, good family climate in learning, sound educational concepts, the stable and unity effect of educational influence.4. Patriarches (especially father’s) healthy and positive interest and fondness can osmosis affect their children’s interesting development intensely.5. The children’s interest in 3-6 is the results of the interaction among factors in their own ecosystem. The factors in family, subjective or objective, as well as mental or material, will influence the development of children’s interest in a direct or indirect way.6. We should put forward educational suggestions based on analyzing and discussing the children’s interesting development.更多还原