家长深度参与幼儿园课程中存在的问题及应对策略研究——基于幼儿主体性发展的思考  

On the Problems and Coping Strategies of Parents' Deep Participation in Kindergarten Curriculum——A Case Study of the Development of Children's Subjectivity

作　　者：李玲[1] 康华明[1] LI Ling;KANG Hua-ming(School of Education,Zunyi Normal University,Zunyi 563006,China)

机构地区：[1]遵义师范学院教师教育学院,遵义563006

出　　处：《遵义师范学院学报》2019年第1期155-158,共4页Journal of Zunyi Normal University

基　　金：贵州省教育科学规划重点课题"幼儿园多元文化课程实施研究"(2014A053)

摘　　要：幼儿家长是幼儿园课程建设和实施的重要参与者,要想建构一个对幼儿发展有利的课程,离不开幼儿家长的深度参与。然而,当前幼儿家长在参与幼儿园课程中,还存在诸多问题,如幼儿家长参与课程的意图单一、参与方式表面化、评价信效度较低等。基于此,文章从幼儿主体性发展这一视角,剖析家长深度参与幼儿园课程过程中存在的问题,并提出相应的策略,以期能为教师及家长提供一些教育参考。Parents of young children are important participants in the construction and implementation of the kindergarten curriculum.In order to construct a curriculum that is beneficial to the development of young children,the deep participation of the parents of young children is indispensable.However,there are still many problems existing in the current kindergarten curriculum participation,such as the single intention of the parents,the superficial way of participation,the low reliability and validity of evaluation and so on.Based on this,this paper analyzes the problems existing in the process of parents’ deep participation in kindergarten curriculum from the perspective of the development of children’s subjectivity,and puts forward corresponding strategies in order to provide some educational references for teachers and parents.

关 键 词：家长 幼儿 幼儿园 课程参与 

分 类 号：G613[文化科学—学前教育学]