幼儿园社区资源整合：问题与对策

发布时间：2017-12-28 12:07

本文关键词：幼儿园社区资源整合：问题与对策　出处：《海南师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：整合社区资源融入幼儿园教育已成为当前学前教育的发展趋势。幼儿园社区资源整合指的是幼儿园根据活动的需要,通过各种途径与策略,充分挖掘所在社区周边环境中蕴含教育价值的物质、人力、文化等资源,将其纳入幼儿园教育体系并进行有机结合,从而达到幼儿园教育的最优化。对幼儿园社区资源整合存在的问题及对策进行研究,其意义在于不断充实幼儿园社区资源整合相关理论,同时满足幼儿与教师成长的需要,更能丰富幼儿园课程内容,规范幼儿园管理,从而提高幼儿园办园质量与效益。本研究以H幼儿园为例,采用文献法、问卷法、访谈法和行动研究法。首先,通过查阅大量文献,了解有关的研究现状,明确了本研究的内容与意义。其次,通过对H幼儿园的教师、家长及社区人员展开问卷调查与访谈,发现H幼儿园社区资源整合主要存在广度、深度、系统性和认可度等问题。广度上,整合的社区资源类型不全面、每类社区资源整合的范围不广泛;深度上,社区资源整合的活动开展流于形式、对社区资源的深度理解挖掘不深入、对社区资源的融合不及时;系统性上,整合社区资源的活动内容散点化、整合社区资源的活动组织临时性、整合社区资源的课程安排模糊化;认可度上,少数教师理念上虽认可但行动上不主动、少数家长理念上不认可、社区人员态度上不接纳等。再次,剖析H幼儿园社区资源整合中存在问题的原因,主要有:从幼儿园管理上分析,课程管理缺乏对社区资源整合的整体规划与引导,安全管理中缺乏对社区资源整合的安全预案和规范的流程;从幼儿教师方面分析,源于幼儿教师认识不足、知识单一和能力欠缺所致;而剖析家长与社区原因,主要为他们对社区教育不重视、对学前教育不熟悉、对学前儿童不了解;此外,还有一些其它更宏大、更深层的社会原因。最后,对H幼儿园周边进行实地考察,在整合社区资源的实践行动中做出多种尝试,针对问题产生的原因提出幼儿园社区资源整合的具体对策:其一,幼儿园管理对策。课程管理的关键是要了解社区资源的分布特点、建立社区资源库,安排社区资源整合的内容、制订课程计划;安全管理要规范管理流程、提高安全系数、制定安全预案、加强安全教育。其二,促进幼儿教师发展的策略,从更新教育理念着手,同时拓宽幼儿教师的专业知识,提升幼儿教师的综合能力。其三,争取家长与社区支持对策。先要让家长与幼儿园达成理念一致,才能更好盘活家长资源;争取社区的支持,不妨开放幼儿园的物质资源、奉献幼儿园的人力资源、共享幼儿园的文化资源,在幼儿园的“主动付出”中,达到幼儿园与社区共赢的目的。当然,除了幼儿园的不懈努力,还需国家、社会从宏观的角度提供幼儿园社区资源整合的有力保障,减少幼儿园单方面一厢情愿的尴尬。结语部分,在对全文进行总结的基础上,指出论文的不足之处,并对今后需要进一步研究的问题进行展望。
[Abstract]:Integration of community resources into kindergarten education has become a trend of the development of the current preschool education. Kindergarten community resource integration refers to the kindergarten activities according to the needs, through a variety of ways and strategies, to fully tap the value of education contains material and human and cultural communities in the surrounding environment resources, will be incorporated into the kindergarten education system and the organic combination, from the optimization to the kindergarten education. The kindergarten community resources integration problems and countermeasures research, its significance lies in the integration of community resources to enrich the kindergarten related theory, at the same time to meet the needs of children and teachers, to enrich the kindergarten curriculum, kindergarten management standard, so as to improve the quality of kindergarten and benefit. This study takes the H kindergarten as an example, using the methods of literature, questionnaire, interview and action research. First of all, through consulting a large number of documents to understand the status of the research, the content and significance of this study are clarified. Secondly, through questionnaires and interviews with teachers, parents and community staff in H kindergarten, we find that H kindergarten community resource integration mainly includes breadth, depth, systematization and recognition. The breadth, scope of the integration of community resources, each kind of type is not comprehensive for the integration of community resources is not wide; the depth, the integration of community resources to carry out the activities of the form and depth of understanding of community resources in depth and mining and fusion of community resources is not timely; systematic arrangements for the activities, the integration of community resources scattered enchant the integration of community resources, the activities of the organization is temporary and the integration of community resources course fuzzy recognition, a few teachers; idea although recognized by but the action is not active, the concept of a few parents not recognized by the community staff attitude is not accepted. Again, analysis of the cause of the problem, there are H kindergarten in the integration of community resources are mainly: analysis from kindergarten management, curriculum management, lack of overall planning and guide the integration of community resources, lack of security plan integration of community resources and standardize the process safety management; from the analysis of Preschool Teachers, preschool teachers from realisation lack of knowledge and ability, single parents and community; and analysis of reasons, mainly for their community education does not pay attention to, are not familiar with, do not understand the preschool education for preschool children; in addition, there are some of the more ambitious, more profound social reasons. Finally, we carry out field visits to the kindergartens around H, and make various attempts in integrating the practice of community resources, aiming at the causes of the problems, we put forward specific countermeasures for kindergarten community resource integration: first, kindergarten management strategies. The key of curriculum management is to understand the distribution characteristics of community resources, establish community resource pool, arrange the contents of community resources integration, and make curriculum plans; safety management should standardize the management process, improve safety factor, make safety plans, and strengthen safety education. Secondly, the strategy of promoting the development of preschool teachers should start from the idea of renewing education, widening the professional knowledge of preschool teachers and improving the comprehensive ability of preschool teachers. Third, we should strive for the support of the parents and the community. First let parents and kindergarten reach the concept, in order to better revitalize resources for parents; community support, may wish to open kindergarten material resources, human resources, sharing the dedication of kindergarten kindergarten cultural resources in kindergarten "initiative to pay", achieve win-win goal of kindergarten and community. Of course, in addition to the untiring efforts of kindergartens, the state and society should provide a powerful guarantee for the integration of kindergarten community resources from a macro perspective, reducing the embarrassment of unilateral wishful thinking in kindergartens. The conclusion part, on the basis of the summary of the full text, points out the shortcomings of the paper, and looks forward to the future research.
【学位授予单位】：海南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G616

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