幼儿园教师亲师关系定位偏差与调整:基于家园合作的分析  

Deviation and Readjustment of Parent-Teacher Relationship Positioning in Kindergarten:An Analysis Based on Home-Kindergarten Cooperation

作　　者：冯婉桢[1] 席晋阳 FENG Wanzhen;XI Jinyang(Faculty of Education,Beijing Normal University,Beijing 100875,China)

机构地区：[1]北京师范大学教育学部,北京100875

出　　处：《教师发展研究》2024年第3期96-101,共6页Teacher Development Research

基　　金：北京市社会科学基金规划项目“低出生率背景下北京市学前教育资源优化配置研究”(22JYB013)。

摘　　要：正确定位亲师关系是开展家园合作的前提。平等对话是亲师关系的基础,以幼儿为纽带的情感联结是亲师关系的内核。当前幼儿园亲师关系存在定位偏差,表现为服务关系、隶属关系、事务关系、个人关系四种类型,给家园合作带来了一定的负面影响。幼儿园教师应从亲师互动入手调整亲师关系,促进家园合作。具体而言,教师要明确教育合作目的,增加与家长的教育互动;通过平等对话推进合作,减少合作风险;理解家长的合作表现,降低家长的合作成本;提供具体的家庭教育指导,增加家长的合作收益;致力建设积极型家长团队,改善双方的合作环境。Correct positioning of parent-teacher relationship is a requisite for home-kindergarten cooperation.Equal dialogue lays the foundation for parent-teacher relationship,and emotional connection through children is at the core of parent-teacher relationship.The current positioning of parent-teacher relationship in kindergarten shows four types of deviations in service relation,subordinate relation,affairs relation,and personal relation,which have some negative impacts on home-kindergarten cooperation.Kindergarten teachers should readjust the relationship from parent-teacher interaction and promote home-kindergarten cooperation.To be more specific,teachers should clarify educational cooperation goals and increase educational interaction with parents;promote cooperation through equal dialogue and reduce cooperation risks;understand the cooperation performance of parents and reduce their cooperation costs;provide concrete family education guidance to increase parental cooperation benefits;and be dedicated to building a proactive parent team to improve the collaborative environment between both parties.

关 键 词：幼儿教育 亲师关系 家园合作 

分 类 号：G615[文化科学—学前教育学]