小学家校合作的负效应及规避策略研究

发布时间：2019-01-30 20:02

【摘要】：近年来，家校合作逐渐被广大小学教师和家长认可，成为小学常用的促进学生发展，进行班级管理的手段之一。但家校合作在具有重要价值的同时，也因教师和家长在家校合作认识、实践上的偏差，对小学生、学生家长以及亲师关系等带来一系列负效应。本论文正是在了解当今小学家校合作的类型与价值基础上，对家校合作负效应、成因及规避策略展开详细研究。本研究围绕五部分展开。第一部分前言，包括问题的提出、文献综述、研究内容、研究方法及研究意义。第二部分介绍了小学家校合作的概念、类型及其价值。家校合作是指小学生家长（或亲人）与其所在班级教师，为实现对孩子更好地教育以及促进孩子更好发展所采取的联合行动。其类型是依据学者马忠虎对于家校合作活动的层次分类，将其分为“以校为本”和“以家为本”两种类型，“以校为本”的家校合作围绕与学校相关的活动展开，参与的具体方式有家长义工、班级家长讲坛、家长大讲堂等。“以家为本”的家校合作基于家庭的实际考虑展开，参与的具体方式有家访、家长辅导孩子在家学习等。家校合作的价值从促进个体发展，班集体建设，学校变革三方面展开，其中个体发展包括学生身心全面发展，家长教养能力发展以及教师专业发展。第三部分重点论述了小学家校合作的负效应及具体表现。家校合作的负效应指的是由于家校合作实施主体（包括教师、家长）的认识误区和不当操作，而给学生、家长以及亲师关系带来的负面、消极影响。其具体表现从家校合作给学生、学生家长及亲师关系带来的负效应进行论述。给学生带来的负效应从不利于学生学业、个性化以及个体社会化发展三方面展开。其中，给学生学业发展带来的负效应包括削弱学生的学习兴趣，导致学生对教师不信任，拉大学优生与学困生的差距；对学生个性化发展带来的负面影响包括骄傲自大与自卑退缩，错误的价值判断标准，不良的自我概念发展；而对学生社会化发展带来的消极影响有：滋生虚荣攀比的心理；助长圆滑世故的风气；造成合作能力缺失以及扩大阶层之间的差距。给家长带来的负效应从心理压力、经济压力两方面考虑，还可能会造成亲师关系疏离、紧张、冲突等不同程度的负面影响。第四部分从认识误区、实践偏差两方面分析了家校合作负效应的成因。认识误区包括为“合作”而合作，对负效应的漠视。实践偏差又包括适宜性不足，忽视差异性；量力性不够，忽视承受力；家长参与的话语权丧失。第五部分是笔者依据第三、四部分对家校合作负效应的具体表现及成因的论述，提出弱化和规避负效应的若干策略，，这些策略是从制度的完善、亲师合作观念的树立及合作模式的改善三个方面展开。
[Abstract]:In recent years, home-school cooperation has gradually been recognized by the majority of primary school teachers and parents, and has become one of the commonly used means to promote the development of students and carry out class management in primary schools. But home-school cooperation has important value, but also because teachers and parents in the understanding of home-school cooperation, practical deviation, to pupils, parents and parent-teacher relationships bring a series of negative effects. On the basis of understanding the types and values of homeschooling cooperation in primary schools, this paper makes a detailed study on the negative effects, causes and evading strategies of home-school cooperation. This research revolves around five parts. The first part is the introduction, including the question, literature review, research content, research methods and research significance. The second part introduces the concept, types and value of home-school cooperation in primary schools. Home-school cooperation refers to the joint action taken by parents (or relatives) of pupils and teachers in their classes to achieve better education for children and promote better development of children. Its types are classified according to the level of cooperation activities between home and school, which are divided into two types: "school-based" and "home-based". "School-based" home-school cooperation revolves around school-related activities. The specific ways to participate include parents volunteers, class parents forum, parents lecture hall and so on. The home-based home-school cooperation is based on the practical considerations of the family. The specific ways of participation include home visits, parents' guidance for their children to study at home, and so on. The value of home-school cooperation starts from three aspects: promoting individual development, class collective construction and school reform. Individual development includes students' physical and mental development, parents' upbringing ability development and teachers' professional development. The third part focuses on the negative effect and concrete performance of the primary school-home-school cooperation. The negative effect of home-school cooperation refers to the negative and negative effects on students, parents and parent-teacher relationships due to the misunderstanding and improper operation of the main actors (including teachers and parents). This paper discusses the negative effects of home-school cooperation on students, parents and parents. The negative effects on students are unfavorable to students' study, individuation and individual socialization. Among them, the negative effects on students' academic development include weakening students' interest in learning, causing students' distrust of teachers, and pulling up the gap between excellent students and students with learning difficulties. The negative effects on students' individualized development include conceit and inferiority complex, wrong criteria of value judgment, bad development of self-concept, and negative effects on students' socialized development. Foster a sleek and sophisticated atmosphere; create a lack of cooperation and widen the gap between classes. The negative effects brought to parents from psychological pressure and economic pressure may also cause the parents to be alienated, tense, conflict and other negative effects in different degrees. The fourth part analyzes the causes of the negative effect of home-school cooperation from two aspects: misunderstandings and practical deviations. The misunderstanding includes cooperation for cooperation and disregard for negative effect. The deviation of practice includes inadequate suitability and neglect of difference; insufficient capacity of measurement and neglect of tolerance; loss of the right to speak in the participation of parents. The fifth part is the author according to the third and fourth parts of the specific performance of the home-school cooperation and the causes of the discussion, put forward a number of strategies to weaken and avoid the negative effects, these strategies are from the perfection of the system. The establishment of the concept of parent-teacher cooperation and the improvement of the cooperation model are carried out in three aspects.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G626

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