幼儿园亲师沟通状况研究
摘要
亲师沟通主要指教师和家长之间的围绕孩子的教育所展开的信息传递和交流从而达到相互了解、相互认知的过程。本研究以10名幼儿园教师和9名幼儿家长为研究对象,采取观察和访谈的方法围绕亲师沟通的方式、内容、渠道、存在的问题、影响亲师沟通的因素及相关对策等进行研究,认为,(1)总的来说,教师与家长大都认同亲师沟通的作用,但是对亲师沟通的重视度不够,教师普遍认为在沟通中,家长配合就有用,家长不配合则没有用,教师作为沟通主角的意识还比较弱。而从家长来看,积极主动的寻求与教师的沟通意识比之教师更弱;幼儿园亲师沟通的方式以教师为中心分为面向个人和集体两大类方式,在具体的沟通方式中,最受教师和家长欢迎的还是面谈、约谈和电话三种沟通方式,网络沟通是近几年兴起的沟通新方式,因其方便及时也得到亲师的喜爱;亲师沟通的内容主要是关于幼儿的生活和学习的,具体内容则根据幼儿年龄、是否全托、沟通时间等的不同有所差异;就沟通渠道来说,幼儿园教师与家长之间的沟通最常见的是正式沟通中的轮式和全通道式沟通,这两种沟通渠道效率较高,此外,非正式沟通渠道中的流言式和单串型也会偶尔出现,但效率不高也不受教师欢迎;笔者通过观察和访谈发现,亲师沟通的问题主要有忽视沟通重要性、双方顾虑多、缺乏解决沟通问题的技巧这三个方面。(2)影响亲师沟通的因素主要是沟通者自身、沟通者之间的关系,沟通信息的传递与理解还有沟通背景等四大因素,其中重点分析了沟通者自身因素如家长性格、教师态度及教师情绪。(3)本研究认为,理想的亲师沟通必须具有相互理解、尊重、热情、真诚、积极平和的心态、讲策略、常沟通等特点,因此,有必要从亲师双方对于亲师沟通的认识、态度、策略、技巧等方面来提高亲师沟通的质量。
The parents-teachers communication means the message passing and exchanging between teachers and parents focus on children's education, which aim at understanding and knowing each other. This research took 10 kindergarten teachers and 9 parents as the study objects and took on-site observation, interviews to study the communication between them. The research studied the communication ways, contents, channels, problems existed, effective factors and measures and concluded that, (1) To sum up, teachers and parents all admit communication is useful, but teachers and parents' emphasis on communication between each other isn't enough. Teachers think whether communication is successful depend on parents. The realization that teacher should be the main factor is week. On the other way, parents are also lack of the realization to communicate with teachers actively. There are two sorts of communication which are individual communication and group communication at the core of teacher. Among them, having a talk face to face, a dating talk, and telephone are most favorite ways. The network communication is a way rise in recent years. Teachers and parents also like it because it is convenient and timely. Teacher and parents often communicate for children's life and study. The contents are different according to children's age, whether children are boarding or not and communication time, etc. The channels are most communicating by turns and communicating in all passages in normal communication. They are efficiency. Otherwise, rumor communication and communicating one by one also appear occasionally, but they are inefficiency and teachers don't like them. I found that the problems existed are teachers and parents ignore communication, both sides have a lot of misgivings during communication, especially parents. And when communication has difficulties or problems, both sides are short of strategies of solving problems. (2) The main effective factors are communicators themselves, the relation between communicators, messages transmitting and understanding, communication background. In the four main actors, I mainly analyzed the communicators' factor such as parents' character, teachers' attitude and emotion. (3). This article think that the characters of ideal communication between parents and teachers should concludes the characters such as understand and respect each other , passionate, truly, active and calm attitude, tactics and often communicating, etc. Above all, teachers and parents should arise the communication quality through the knowledge, the attitude, the tactics to teachers-parents communication.
The parents-teachers communication means the message passing and exchanging between teachers and parents focus on children's education, which aim at understanding and knowing each other. This research took 10 kindergarten teachers and 9 parents as the study objects and took on-site observation, interviews to study the communication between them. The research studied the communication ways, contents, channels, problems existed, effective factors and measures and concluded that, (1) To sum up, teachers and parents all admit communication is useful, but teachers and parents' emphasis on communication between each other isn't enough. Teachers think whether communication is successful depend on parents. The realization that teacher should be the main factor is week. On the other way, parents are also lack of the realization to communicate with teachers actively. There are two sorts of communication which are individual communication and group communication at the core of teacher. Among them, having a talk face to face, a dating talk, and telephone are most favorite ways. The network communication is a way rise in recent years. Teachers and parents also like it because it is convenient and timely. Teacher and parents often communicate for children's life and study. The contents are different according to children's age, whether children are boarding or not and communication time, etc. The channels are most communicating by turns and communicating in all passages in normal communication. They are efficiency. Otherwise, rumor communication and communicating one by one also appear occasionally, but they are inefficiency and teachers don't like them. I found that the problems existed are teachers and parents ignore communication, both sides have a lot of misgivings during communication, especially parents. And when communication has difficulties or problems, both sides are short of strategies of solving problems. (2) The main effective factors are communicators themselves, the relation between communicators, messages transmitting and understanding, communication background. In the four main actors, I mainly analyzed the communicators' factor such as parents' character, teachers' attitude and emotion. (3). This article think that the characters of ideal communication between parents and teachers should concludes the characters such as understand and respect each other , passionate, truly, active and calm attitude, tactics and often communicating, etc. Above all, teachers and parents should arise the communication quality through the knowledge, the attitude, the tactics to teachers-parents communication.
引文
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4.崔佳颖.组织的管理沟通研究[D].首都经济贸易大学博士学位论文,2006.
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20.教育部基础教育司组织编写.《幼儿园教育指导纲要(试行)》[M].南京:江苏教育出版社,2002.
21.简楚瑛.学前教育课程模式[M].上海:华东师范大学出版社,2005.
22.贾启艾.人际沟通[M].南京:东南大学出版社,2000.
23.姜美芬.谈谈幼儿教师的体态语[J].学前教育研究,2004(1).
24.巨金香.情感视阈中的师幼互动研究[D].东北师范大学硕士学位论文,2006.
25.孔小琴.上海高校附属幼儿园利用家庭、社区资源的研究[D].华东师范大学硕士学位论文,2006.
26.路易丝·博伊德·卡德威尔.把学习带进生活——瑞吉欧学前教育方法[M].上海:华东师范大学出版社,2006.
27.劳拉·E·贝克.儿童发展(第五版)[M].南京:江苏教育出版社,2002.
28.刘冬岩.对话理解——语言视野中的师生交往[D]东北师范大学博士研究生学位论文,2003.
29.李燕.幼儿情绪智力的发展与培养[M].北京:中国轻工业出版社,2002.
30.李生兰.幼儿家庭教育[M].上海:上海教育出版社,2000.
31.林崇德 朱智贤.儿童心理学史[M].北京:北京师范大学出版社,1988.
32.刘晶波.国外学者关于师幼互动问题研究的文献综述[J]早期教育,2000(12).
33.刘芳.幼儿园家长工作的问题、成因及对策研究[D].华中师范大学硕士学位论文,2006.
34.刘云杉.学校生活社会学[M].南京:南京师范大学出版社,2000.
35.刘毅.管理心理学[M].成都:四川大学出版社,2003.
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