从社会文化学视角透视家长对幼儿英语学习的期望
发布时间：2018-11-21 18:10
【摘要】： 随着英语教学的低龄化趋势,家长对儿童英语学习的期望成为学前教育界的研究热点之一。但是以往的期望研究过于看重家长期望本身,而忽视了其产生的社会文化背景。出于本人在幼儿英语教学与家长沟通中遇到的难题,以及对社会教育价值观变迁的思考,与社会文化背景息息相关的家长期望成为了我的研究兴趣。 本研究透过现象学方法,在社会文化框架中透视10个家庭对其幼儿英语学习的期望。本文通过家长期望理论,儿童英语发展理论和社会变迁理论,旨在探索:1)家长对幼儿英语学习有什么样的期望?2)有哪些主要的社会文化因素影响其期望的形成和实践?资料收集方式除了半开放式访谈,还包括文件收集、研究者手札与相片拍摄;并使用主体式分析。研究主要发现为家长在幼儿英语学习的期望中存在六方面的矛盾:1)学习时间是否越早越好;2)学习方式是否以学校为中心;3)学习结果是否以学习成绩衡量;4)学习动机是否兴趣优先;5)学习经验是否应弥补家长的不足;以及6)幼儿整体发展中是否优先考虑留给儿童一个快乐的童年。在这些期望现象的背后,我们进一步阐述了近些年来社会文化的变迁对家长期望的影响:1)生活物质水平的提高为家长提供了更多的教育选择和更广阔的教育视野:2)与之相应社会压力的增加和生活方式的改变导致了家长教育期望的变化;以及3)西方价值观的涌入并与中国传统价值观的冲突从根本上导致了家长期望的冲突。对数据的多层次采集及大量真实的描写分析使此项现象学研究具有较强的效度。本研究指出家长对幼儿英语学习的期望深受社会文化大背景的影响,从而引发对社会价值观变迁的反思,促进家长期望观与儿童成长、社会变迁的和谐发展。同时,本研究对幼儿英语教育有着丰富的实践指导意义——开展与社会文化背景相适应的幼儿英语教学。
[Abstract]:With the trend of younger age in English teaching, parents' expectation of children's English learning has become one of the hotspots in preschool education. However, previous expectation studies have neglected the social and cultural background of parental expectation. In view of the difficulties I have encountered in communication with parents in English teaching and the reflection on the change of social educational values, the expectation of parents who are closely related to the social and cultural background has become my research interest. Through phenomenological methods, the present study examines the expectations of 10 families for their children's English learning in a sociocultural framework. Through the theory of parental expectation, the theory of children's English development and the theory of social change, this paper aims to explore: 1) what are parents' expectations of young children's English learning? 2) what are the main social and cultural factors that affect the formation and practice of their expectations? In addition to semi-open interviews, data collection includes document collection, researchers' handsets and photographs, and the use of subject analysis. The main findings are as follows: 1) whether the learning time is as early as possible; 2) whether the learning style is school-based; 3) whether the learning result is measured by learning achievement; 4) whether learning motivation is of priority; 5) whether learning experience should make up for the deficiency of parents; and 6) whether priority should be given to leaving children a happy childhood in the overall development of young children. Behind these expectations, We further explain the influence of social and cultural changes on parents' expectations in recent years: 1) the improvement of living material level provides parents with more educational choices and broader educational vision; 2) the corresponding society The increase of stress and the change of life style lead to the change of parents' educational expectation; And 3) the influx of western values and the conflict with Chinese traditional values fundamentally lead to the conflict of parents' expectations. The multi-level data collection and a large amount of real description and analysis make this phenomenological study more effective. The present study points out that parents' expectations for children's English learning are deeply influenced by the social and cultural background, which leads to the reflection on the changes of social values and promotes the harmonious development of parents' expectations and children's growth and social changes. At the same time, this study has a rich practical significance for young children's English education-to carry out English teaching for young children in accordance with the social and cultural background.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G613.2
本文编号：2347842
[Abstract]:With the trend of younger age in English teaching, parents' expectation of children's English learning has become one of the hotspots in preschool education. However, previous expectation studies have neglected the social and cultural background of parental expectation. In view of the difficulties I have encountered in communication with parents in English teaching and the reflection on the change of social educational values, the expectation of parents who are closely related to the social and cultural background has become my research interest. Through phenomenological methods, the present study examines the expectations of 10 families for their children's English learning in a sociocultural framework. Through the theory of parental expectation, the theory of children's English development and the theory of social change, this paper aims to explore: 1) what are parents' expectations of young children's English learning? 2) what are the main social and cultural factors that affect the formation and practice of their expectations? In addition to semi-open interviews, data collection includes document collection, researchers' handsets and photographs, and the use of subject analysis. The main findings are as follows: 1) whether the learning time is as early as possible; 2) whether the learning style is school-based; 3) whether the learning result is measured by learning achievement; 4) whether learning motivation is of priority; 5) whether learning experience should make up for the deficiency of parents; and 6) whether priority should be given to leaving children a happy childhood in the overall development of young children. Behind these expectations, We further explain the influence of social and cultural changes on parents' expectations in recent years: 1) the improvement of living material level provides parents with more educational choices and broader educational vision; 2) the corresponding society The increase of stress and the change of life style lead to the change of parents' educational expectation; And 3) the influx of western values and the conflict with Chinese traditional values fundamentally lead to the conflict of parents' expectations. The multi-level data collection and a large amount of real description and analysis make this phenomenological study more effective. The present study points out that parents' expectations for children's English learning are deeply influenced by the social and cultural background, which leads to the reflection on the changes of social values and promotes the harmonious development of parents' expectations and children's growth and social changes. At the same time, this study has a rich practical significance for young children's English education-to carry out English teaching for young children in accordance with the social and cultural background.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：G613.2
【引证文献】
相关博士学位论文 前1条
1 周平;西班牙幼儿英语教材的活动设计研究[D];湖南师范大学;2012年
相关硕士学位论文 前2条
1 苏慧;幼儿英语教材比较研究[D];内蒙古师范大学;2011年
2 彭莉洁;城市幼儿闲暇生活现状研究[D];西南大学;2012年
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