学校教育中家长参与边缘化现象及改善策略——基于扎根理论的质性分析  

The Marginalization of Parental Participation in School Education and Its Improvement Strategies—A Qualitative Analysis Based on Grounded Theory

作　　者：刘慧琴 LIU Huiqin(College of Education,Guizhou Normal University,Guiyang Guizhou,550000)

机构地区：[1]贵州师范大学教育学院,贵州贵阳550000

出　　处：《现代基础教育研究》2022年第4期60-67,共8页Research on Modern Basic Education

摘　　要：研究借助家长访谈数据,通过扎根理论,采用质性研究方法,对A学校12名家长的访谈资料进行三级编码分析,挖掘家长参与边缘化现象的原因。研究发现,学校教育中家长参与边缘化主要源于:参与相关的制度结构阻力大、参与情境推力小以及参与心理压力大,这些原因带来“不想”“不屑”和“不愿”的参与态度及行为。研究指出,通过完善家长参与制度,减弱参与客观阻力;厚植积极参与文化,增强家长参与感知力;开展多元化的家长培训指导实践,提升家长参与胜任力,能够改善学校教育中的家长参与边缘化现象。By means of parents’interview data and qualitative research methods through grounded theory,this study con⁃ducted a three-level coding analysis of the interview data of 12 parents in“A”school to explore the reasons for the marginalization of parents’participation.The results show that the marginalization of parental participation in school education mainly stems from the attitudes and behaviors of“not wanting to do so”,“being unworthy of efforts”and“being unwilling to do it”owing to the high resistance of structural system,unfavorable situation for participation and the high psychological pressure of participation.To im⁃prove the marginalization of parents’participation in school education,the following measures can be taken:to improve the sys⁃tem of parental participation and remove the resistance to it;to cultivate active participation culture and enhance parents’aware⁃ness of participation;and to give diversified parent training for practical guidance and enhance parents’competence for better participation.

关 键 词：家长参与 边缘化现象 改善策略 扎根理论 

分 类 号：G459[文化科学—教育学]