幼儿教师破解“隔代惯”的SZFJ方法  

Exploration of SZFJ Method for Kindergarten Teacher to Break through the Prob lem of Inter-generational Mollycoddling

作　　者：王艳芝[1] 王艺锦 刘佳美 WANG Yanzhi;WANG Yijin;LIU Jiamei(Department of Preschool Education,Hebei Normal University,Shijiazhuang 050024,China;Department of Presch ool Education,Tangshan Preschool Normal College,Tangshan 063009,China;Kindergarten Directly Affiliated to Qian’an City of Hebei Province,Qian’an 064400,China)

机构地区：[1]河北师范大学学前教育系,河北石家庄050024 [2]唐山幼儿师范高等专科学校学前教育系,河北唐山063009 [3]河北省迁安市直属机关幼儿园,河北迁安064400

出　　处：《宁波教育学院学报》2024年第3期14-18,共5页Journal of Ningbo Institute of Education

基　　金：河北省高等学校人文社会科学研究重点项目“‘隔代惯’的问题成因及其优化策略”(SD2022004)。

摘　　要：随着社会的快速发展,隔代教养日趋普遍,“隔代惯”问题也日益凸显。幼儿教师常常被动应对祖辈固化思想改变难、教养能力提升难、代际关系调和难、家园共育进退难等一系列“隔代惯”难题。运用案例分析法,探索并梳理破解“隔代惯”的四步流程,总结幼儿教师破解“隔代惯”的SZFJ方法,即“孙”为先、“祖”重点、“父”配合、“家”联结,以期为幼儿教师破解“隔代惯”、促进幼儿健康发展提供参考。With the rapid development of society,inter-generational upbringing is becoming increasingly common,and the problem of inter-generational mollycoddling is also becoming increasingly prominent.Preschool teachers often passively deal with a series of“inter-generational mollycoddling”difficulties,such as difficulties in changing the fixed thinking of their ancestors,improving their parenting abilities,reconciling inter-generational relationships,and advancing and retreating through home school co education.The research aims to explore and sort out the four step process of cracking the“inter-generational mollycoddling”,summarize the SZFJ method for preschool teachers to crack the“inter-generational mollycoddling”by using case analysis method,that is,“grandson”,“ancestor”,“father”cooperation and“family”connection,in order to provide reference for preschool teachers to crack“inter-generational mollycoddling”and promote the healthy development of young children.

关 键 词：隔代教养 隔代惯 幼儿教师 育儿指导 SZFJ方法 

分 类 号：G616[文化科学—学前教育学]