家园冲突化解“六步法”  

"Six Steps"to Resolve Home Conflicts

作　　者：彭解华 茅慕华 Peng Jiehua;Mao Muhua(Danyang New District Pushan Kindergarten)

机构地区：[1]丹阳市新区普善幼儿园

出　　处：《教育瞭望》2025年第3期31-33,共3页

摘　　要：马克思在批判费尔巴哈抽象的类本质时,提出“人的本质并不是单个所固有的抽象物,在其现实性上,它是一切社会关系的总和。”家园作为众多社会关系中的一种,也会对人产生影响,进而反作用于家园主体之间的关系。当这种关系和谐时,家园互动处于良性发展状态,当这种关系突发危机时,家园活动处于停滞甚至倒退状态。作为教育者,都希望永远没有危机,因此特别注重防患未然的工作,例如:平时注重信息互通、家长接待日等,但是还是不能避免有各种矛盾关系存在。有关系存在的地方就会有矛盾,每次矛盾既是挑战也是一种机会,它是塑造教师形象,也是提升家园关系的机会。那当冲突不翼而来时,我们该怎样做呢?依据卡耐基的职场人际关系理论和梅奥的人际关系学说、及高瞻课程中的冲突处理方法,我们也可以积极探索出家园之间成人冲突化解的“六步法”,用以处理家长与家长、家长与老师、家长与园所其它工作人员之间等各类家园矛盾冲突,并且效果很明显,班级的文化认同度越来越高。When criticizing Feuerbach's abstract class essence,Marx proposed that"human essence is not a single inherent abstract object.In its reality,it is the sum of all social relations."Home as one of many social relations species,will also have an impact on people,which will then react on the relationship between the subjects of the home.When this relationship is harmonious,home interactions are in a state of benign development;when this relationship is in crisis,home activities are stagnant or even regressive.As educators,we all hope that there will never be a crisis,so we pay special attention to preventing problems before they occur,such as paying attention to information exchange,parent reception days,etc.However,we still cannot avoid the existence of various contradictory relationships.

关 键 词：家园互动 冲突化解 六步法 人际关系学说 人际关系理论 信息互通 卡耐基 抽象物 

分 类 号：G63[文化科学—教育学]