【作者】 王秀玲；

【导师】 李劲松；

【作者基本信息】 云南师范大学 ， 教育学原理， 2024， 硕士

【副题名】以S镇6所行政村小学为例

【摘要】 作为德育的两大主场域,家庭和学校在小学生德育发展中无疑扮演着重要的角色,家校协同一直以来都是我国教育政策的重要关注点,也是国家教育发展的重要战略。我国提出到2035年要形成定位清晰、机制健全、联动紧密、科学高效的家校社协同育人机制。近年来,大多数地区都在积极推进家校社协同育人机制建设,也取得了一些显著的成效。德育家校协同也成为一种更有效地发挥家庭德育和学校德育正向作用,进而促进学生道德水平提升的有效途径。通过查阅相关文献以及初步的实地走访,发现当前在经济和教育均相对落后的农村地区,由于教育观念、资源等因素,小学德育家校协同工作的进展受到诸多的限制,德育家校协同机制缺失使家校之间难以形成真正意义上的系统高效的德育协同形态。这就凸显了构建德育家校协同机制保障农村地区小学德育家校协同有序推进的必要性和重要性。本研究采取文献法、问卷法、访谈法等研究方法,通过对Y县S镇6所农村小学的德育家校协同现状进行调查和分析,发现尽管农村地区小学有在积极尝试和探索德育的家校协同,但依然存在较多问题:家长协同意识薄弱、行动力不足,缺位、失能、被动问题较为严重,重智轻德观念依然存在;学校层面存在教师协同专业性不足、德育家校协同活动开展单调、家委会职能窄化和异化、协同平台缺乏整体构建、制度建设和评价体系缺失、资源和经费保障缺乏等问题;从家校共同层面看,家校之间角色定位不清晰、职责划分不明确,沟通困难、沟通层次较低等问题也较为突出。基于农村地区小学德育家校协同现状及问题的概况,可以发现当前农村地区小学德育家校协同处于“一盘散沙”的状态,究其原因主要是德育家校协同机制缺失,从而导致文化认知不一致、组织架构不健全、资源利用不合理、考核激励不完善、运行保障不到位,进而制约了德育的家校协同发展,协同效果也因此大打折扣。针对现实问题,结合前文归因维度,本研究从机制是保障系统稳定运行的角度出发,构建出农村地区小学德育家校协同的价值引领机制、管理运行机制、资源共享机制、支持保障机制、考评监督激励机制五大机制体系,并在阐述五大机制逻辑构建机理和内在结构关系的基础上,最终提出构建德育家校协同五大机制的策略:创设价值引领机制,激发协同主体内生动力;完善管理运行机制,保障德育协同有序推进;搭建资源共享机制,促进内外资源高效调配;健全支持保障机制,推动家校协同持续运转;建立考评监督激励机制,形成动态监测反馈模式。更多还原

【Abstract】 As the two main fields of moral education,family and school undoubtedly play important roles in the development of primary school students’ moral education.Family school collaboration has always been an important focus of China’s education policy and an important strategy for the development of national education.China proposes to establish a family school community collaborative education mechanism with clear positioning,sound mechanisms,close linkage,and scientific efficiency by2035.In recent years,many regions have actively promoted the construction of collaborative education mechanisms between families,schools,and communities,and have also achieved some significant results.The collaboration between family and school in moral education has also become an effective way to leverage the positive effects of both family and school moral education,thereby promoting the improvement of students’ moral standards.Through reviewing relevant literature and conducting preliminary field visits,it was found that in rural areas where the economy and education are relatively backward,the progress of primary school moral education collaboration between families and schools is limited due to factors such as educational concepts and resources.The lack of a mechanism for moral education collaboration between families and schools makes it difficult to form a truly systematic and efficient form of moral education collaboration.This highlights the necessity and importance of building a collaborative mechanism for moral education between families and schools to ensure the orderly promotion of moral education between families and schools in rural primary schools.This study adopts research methods such as literature review,questionnaire survey,and interview.Through investigation and analysis of the current situation of home school collaboration in moral education in six rural primary schools in S town,Y county,it is found that although primary schools in rural areas are actively trying and exploring home school collaboration in moral education,there are still many problems: weak awareness of parental collaboration,insufficient action,serious problems of vacancy,disability,and passivity,and the concept of valuing intelligence over morality still exists;At the school level,there are problems such as insufficient professional collaboration among teachers,monotonous implementation of moral education family school collaboration activities,narrowing and alienation of family committee functions,lack of overall construction of collaborative platforms,lack of institutional construction and evaluation systems,and lack of resource and funding guarantees;From the perspective of shared roles between families and schools,the roles and responsibilities between families and schools are unclear,and communication difficulties and low levels of communication are also prominent.Based on the overview of the current situation and problems of home school collaboration in primary school moral education in rural areas,it can be found that the current situation of home school collaboration in primary school moral education in rural areas is in a state of scattered sand.The main reason for this is the lack of a mechanism for home school collaboration in moral education,which leads to inconsistent cultural cognition,incomplete organizational structure,unreasonable resource utilization,incomplete assessment and incentives,and inadequate operational guarantees,thereby restricting the development of home school collaboration in moral education,The synergistic effect is greatly reduced as a result.Based on the attribution dimension of the previous text,this study constructs five mechanisms for the value guidance mechanism,management and operation mechanism,resource sharing mechanism,support and guarantee mechanism,and evaluation and supervision incentive mechanism of home school collaboration in rural primary school moral education from the perspective that the mechanism is to ensure the stable operation of the system.On the basis of explaining the logical construction mechanism and internal structural relationship of the five mechanisms,Finally,the strategy of constructing five mechanisms for moral education collaboration between families and schools is proposed: creating a value leading mechanism to stimulate the endogenous motivation of collaborative subjects;Improve the management and operation mechanism to ensure the coordinated and orderly promotion of moral education;Establish a resource sharing mechanism to promote efficient allocation of internal and external resources;Establish a sound support and guarantee mechanism to promote the continuous operation of family school collaboration;Establish an evaluation,supervision,and incentive mechanism,and form a dynamic monitoring and feedback model.更多还原