【作者】 陈丹；

【导师】 李生兰；

【作者基本信息】 华东师范大学 ， 学前教育学， 2012， 博士

【摘要】 本项研究针对幼儿园运用家庭资源进行主题教育的问题,在后现代课程理论、组织文化理论、社会角色理论与信息不对称理论等的启示下,试图通过综合运用问卷法、访谈法、观察法与文献法,对幼儿园运用家庭资源进行主题教育的种类、数量、原因、准备、形式、成效与困境等进行研究。本项研究旨在丰富相关的理论成果并提高指导实践的可行性。受到教师心理、资源特性与运用成本的影响,幼儿园经常运用的家庭资源种类很少,且不平衡的资源种类结构仅满足了主题教育的部分需求,因此有必要通过从权威到对话、从单一到多元、从顾虑到措施等方法来改进。幼儿园在约一半的主题教育中运用家庭资源,其中,当家庭资源被看作素材性资源时,主题教育必然要运用家庭资源；而当家庭资源仅被视为条件性资源时,主题教育则只存在对其进行运用的可能,因此有必要在更多的主题教育中运用家庭资源。朴素的实用主义使得幼儿园运用家庭资源进行主题教育的原因呈多元化特征,其出发点比例由高到低依次是期望性、方便性、服从性与合作性；为了消除因反思的缺乏所造成的阻碍因素,有必要在行为中确立其合作性出发点。浅层运用的思维导致了教师对家庭资源的准备不足、参考书的规定性限制了家长的参与、教师权威的过度集中导致了家园信息的单向传递,进而使得准备情况差强人意,因此,需要重视对家庭资源信息的收集与整合、为家长参与教研提供机会、实现教师与家长之间信息的双向流动。受家长参与程度与教师偏好的影响,幼儿园运用家庭资源进行主题教育的形式存在单一性与表面性的特征,因此,争取运用形式的多元化与深入化乃是当务之急。某种成效的取得与否及其达到的程度,与相应的家庭资源及形式是否被运用以及运用的频率有关,因此教师需要用开放的合作心态来提高各种家庭资源与形式的运用率。对现状的影响因素之间也互有影响,使得已有的改进措施治标不治本,因此教师需要引导家长合作。现状中存在的问题可归纳为：信息不对称现象普遍存在、教师与家长的分工不够明确。而改进建议的主要路径应为：从“沉默”到“通知”再到“对话”、从“利用”到“运用”再到“合作”。更多还原

【Abstract】 Drawing inspiration from the post-modern curriculum theory, the organizational culture theory, the role theory and the asymmetric information theory, this research uses the method of questionnaires-survey, interview, observation and documentation analysis to gather information. It aims to the kinds, amount, origin, preparations, mode, effect and difficulties of kindergartens using family resources in thematic education. This research tries to enrich the theoretical results and give comprehensive practical advice.Under the influence of the teachers’ psychology, the feature of the resources and cost, the number of resources being constantly used is small. The resources being used meet insufficient demand; however, structure defect restricts the promotion of effect. We should lay psychological basis by dialogue; to increase frequency by using varieties of resources; to improve efficiency by application of measures. The family resources are used in almost half of the thematic education. The family resources are inevitably used in the thematic education which regards them as material resources, however, not being used in other ones. It is necessary to use family resources in more thematic education. Simple pragmatism make the origin be formed by expectation, convenience, heed and cooperation. We should establish the origin of cooperation to eliminate the obstacle which caused by the lack of met cognitive thinking. Shallow thought of using lead to inadequate preparation of family resources. The rule of the reference books limits the involvement of parents. The teachers’ authority leads to the one-way transmission of information between teachers and parents. In short, preparation is not sufficient. What should be done is to emphasize collecting the information of the family resources, to provide parents opportunities to participate in teaching and research, to achieve the two-way flow of information between teachers and parents. Under the influence of the parents’participation and the teachers’ preference, the form of using is single and superficial. The form should be multiple and in-depth.Whether a certain effect be achieved has something to do with whether a certain family resource be used. The frequency has a bearing on the degree of effect. Teachers need to be open to raising the utilization rate of the variety of family resources. Lack of time and knowledge differences hindered the parents’ involvement. The factors about teachers and parents bring about vicious spiral and measures of no effect. Teachers need to guide the parents cooperate.The troubles are asymmetric information and the vague role orientation of parents and teachers. The overall principles of the suggestions are from "silence" to "notice" to "dialogue" and from "utilize" to "use" to "cooperate".更多还原