基于工作坊模式的家长家庭教育素养培训研究
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摘要
目的探究基于工作坊的培训模式对家长家庭教育素养的影响。方法招募杭州某青少年活动中心的青少年家长60人为被试,采用随机数字表法分为实验组(n=30)及对照组(n=30)。对实验组被试进行为期1年的家长家庭教育素养工作坊模式培训,同时采用家长家庭教育理念问卷于培训前后对2组被试进行调查,并对结果进行统计分析。结果培训前,2组被试的家长家庭教育理念问卷及其各维度(教育资讯来源、亲子关系认知、家长自我角色定位、亲子沟通技能以及亲子情感体验)得分差异均无统计学意义(t=-1.29,0.27,-0.71,0.35,-1.80,-0.52;均P>0.05)。培训后,实验组被试的家长家庭教育理念问卷及其各维度(教育资讯来源、亲子关系认知、家长自我角色定位、亲子沟通技能以及亲子情感体验)得分为(59.07±5.61)分、(9.80±2.73)分、(12.13±2.46)分、(12.40±2.51)分、(12.23±2.43)分及(12.50±2.15)分;而对照组被试的相应得分则为(48.77±4.26)分、(10.40±1.85)分、(13.20±2.20)分、(6.60±3.30)分、(7.23±3.09)分及(10.80±2.54)分。实验组被试在问卷总分及家长自我角色定位、亲子沟通技能、亲子情感体验3个维度上的得分较培训前均有所提升,且差异均有统计学意义(t=-8.99,-7.83,-10.02,-3.76;均P<0.05)。此外,培训后实验组被试在家长家庭教育理念问卷及家长自我角色定位、亲子沟通技能、亲子情感体验3个维度上的得分均高于同期对照组,差异均有统计学意义(t=7.84,7.66,6.96,2.80;均P<0.05)。结论基于工作坊的培训模式可有效提高家长家庭教育素养,具体体现在"自我角色定位""亲子沟通技能""亲子情感体验"这3个方面。
Objective To investigate the effect of workshop-based training on family education literacy for parents.Methods A total of 60 parents were enrolled from Hangzhou Youth and Children′s Center to participate in this study.Based on a random number table,these parents were divided into the trial group(n=30)and the control group(n=30).Parents in the trial group received 1-year workshop-based training on family education literacy.A questionnaire on parents′family education concepts were administered before and after training and compared between the two groups.Data were statistically analyzed.Results Before training,the overall questionnaire score and all of its subscores(education information source,parent-child relationship cognition,self-role orientation,parent-child communication skills,and parent-child emotional experience)were similar between the two groups(t=-1.29,0.27,-0.71,0.35,-1.80,-0.52,respectively;all P>0.05).After training,the overall score and subscores of education information source,parent-child relationship cognition,self-role orientation,parentchild communication skills,and parent-child emotional experience in the trial group were 59.07±5.61,9.80±2.73,12.13±2.46,12.40±2.51,12.23±2.43,and 12.50±2.15,respectively;while those in the control group were 48.77±4.26,10.40±1.85,13.20±2.20,6.60±3.30,7.23±3.09,and 10.80±2.54,respectively.In the trial group,the post-training overall score and subscores of self-role orientation,parent-child communication skills,and parent-child emotional experience were significantly improved as compared with those before training(t=-8.99,-7.83,-10.02,-3.76,respectively;all P<0.05),which were also significantly higher than the corresponding scores in the control group(t=7.84,7.66,6.96,2.80,respectively;all P<0.05).Conclusion Workshop-based training seems to be effective in enhancing the family education literacy for parents,mainly manifested as improvements in self-role orientation,parent-child communication skills,and parent-child emotional experience.
Objective To investigate the effect of workshop-based training on family education literacy for parents.Methods A total of 60 parents were enrolled from Hangzhou Youth and Children′s Center to participate in this study.Based on a random number table,these parents were divided into the trial group(n=30)and the control group(n=30).Parents in the trial group received 1-year workshop-based training on family education literacy.A questionnaire on parents′family education concepts were administered before and after training and compared between the two groups.Data were statistically analyzed.Results Before training,the overall questionnaire score and all of its subscores(education information source,parent-child relationship cognition,self-role orientation,parent-child communication skills,and parent-child emotional experience)were similar between the two groups(t=-1.29,0.27,-0.71,0.35,-1.80,-0.52,respectively;all P>0.05).After training,the overall score and subscores of education information source,parent-child relationship cognition,self-role orientation,parentchild communication skills,and parent-child emotional experience in the trial group were 59.07±5.61,9.80±2.73,12.13±2.46,12.40±2.51,12.23±2.43,and 12.50±2.15,respectively;while those in the control group were 48.77±4.26,10.40±1.85,13.20±2.20,6.60±3.30,7.23±3.09,and 10.80±2.54,respectively.In the trial group,the post-training overall score and subscores of self-role orientation,parent-child communication skills,and parent-child emotional experience were significantly improved as compared with those before training(t=-8.99,-7.83,-10.02,-3.76,respectively;all P<0.05),which were also significantly higher than the corresponding scores in the control group(t=7.84,7.66,6.96,2.80,respectively;all P<0.05).Conclusion Workshop-based training seems to be effective in enhancing the family education literacy for parents,mainly manifested as improvements in self-role orientation,parent-child communication skills,and parent-child emotional experience.
引文
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[18]刘电芝.问卷调查表的编制方法与技术[J].江西教育科研,1995(2):47-50.
[19]黄希庭,杨雄.青年学生自我价值感量表的编制[J].心理科学,1998,21(4):289-292.
[20]黄希庭,余华.青少年自我价值感量表构念效度的验证性因素分析[J].心理学报,2002,34(5):511-516.
[21]樊富珉.团体咨询的理论与实践[M].北京:清华大学出版社,2004.
[22]黄朝立.论“生本教育”中“教师工作坊”的创建[J].教育与职业,2008(8):128-129.DOI:10.3969/j.issn.1004-3985.2008.08.060.
[2]罗素.西方哲学史(上卷)[M].何兆武,译.北京:商务印书馆,2001.
[3]罗素.西方哲学史(下卷)[M].马元德,译.北京:商务印书馆,2001.
[4]韩延明.理念、教育理念及大学理念探析[J].教育研究,2003(9):5056.
[5]王冀生.现代大学的教育理念[J].中国高教研究,1999(2):1112.
[6]陈桂生.“教育学视界”辨析[M].上海:华东师范大学出版社,1997.
[7]越人,蔡建兴,邓节芳.努力构建家校合作的教育机制[J].江西教育科研,2005(2):3842.DOI:10.3969/j.issn.1674-2311.2005.02.014.
[8]盖笑松,王海英.我国亲职教育的发展状况与推进策略[J].东北师大学报(哲学社会科学版),2006(6):154158.DOI:10.3969/j.issn.1001-6201.2006.06.029.
[9]刘峰峰.美国学前教育的传统——与家庭密切合作[J].幼儿教育(教育科学版),2007(7):7982.DOI:10.3969/j.issn.1004-4604B.2007.07.024.
[10]张爽.东北边远地区亲职教育现状实证分析——以通化市初中生家庭为例[J].通化师范学院学报(人文社会科学),2013,34(2):132134.DOI:10.3969/j.issn.1008-7974.2013.02.036.
[11]杨敏毅.教师心理成长工作坊的探索与实践[J].思想·理论·教育,2004(1):6972.DOI:10.3969/j.issn.1007-192X.2004.01.017.
[12]王雪华.工作坊模式在高校教学中的应用[J].当代教育论坛,2011(8):2930.DOI:10.3969/j.issn.1671-8305.2011.23.012.
[13]施秋奕.成长工作坊:心理教师团队发展的有效探索[J].中小学心理健康教育,2010(6):1518.DOI:10.3969/j.issn.1671-2684.2010.06.006.
[14]眭依凡.大学校长的教育理念及其与治校的关系[J].教育研究,2000(7):1117.
[15]苏鸿.区隔与融合:城市家长家庭教育素养的阶层分化研究[J].江汉大学学报(社会科学版),2016,33(6):510.DOI:10.16387/j.cnki.42-1867/c.2016.06.001.
[16]周一樨.城市初中生家长教育素养调查研究——以南京市G中学为例[D].南京:南京师范大学,2013.
[17]AMATO PR,RIVERA F.Paternalinvolvementand children'sbehaviorproblems[J].J MarriageFam,1999,61(2):375.DOI:10.2307/353755.
[18]刘电芝.问卷调查表的编制方法与技术[J].江西教育科研,1995(2):47-50.
[19]黄希庭,杨雄.青年学生自我价值感量表的编制[J].心理科学,1998,21(4):289-292.
[20]黄希庭,余华.青少年自我价值感量表构念效度的验证性因素分析[J].心理学报,2002,34(5):511-516.
[21]樊富珉.团体咨询的理论与实践[M].北京:清华大学出版社,2004.
[22]黄朝立.论“生本教育”中“教师工作坊”的创建[J].教育与职业,2008(8):128-129.DOI:10.3969/j.issn.1004-3985.2008.08.060.