家长视角下的幼儿园教师家园合作能力

Kindergarten Teachers’Competence of Family and Preschool Collaboration from the Perspective of Parents

家园合作需要教师与家长双方的参与和配合,家长对教师的角色需求对家园合作效果至关重要。本研究采用行为事件访谈法,对60名3~6岁幼儿的家长进行半结构式访谈,以探讨家长视角下的幼儿园教师家园合作能力结构。结果发现家长认为幼儿园教师应具备支持儿童发展的能力、支持父母的能力及相应的个人品质才有可能做好家园合作工作。支持儿童发展的能力具体包括专业知识、关心能力、观察了解能力、个性化教育能力和问题解决能力。支持父母的能力具体包括课程可视化能力、教养支持能力、信息沟通能力、解读家长类型的能力和计划与组织家长活动的能力。应具备的个人品质具体包括换位思考能力、自我情绪控制、反思与自我发展。幼儿园教师职前培养和职后培训都应关注幼儿园教师家园合作能力的发展,注意让教师对家园合作中教师与家长都特别关注或者容易出现问题的环节进行针对性的学习。

Parents’role expectation for teachers is important to the quality of family and preschool collaboration.This study conducted semi-structured interviews with 60 parents of children aged 3-6 years to explore the framework of preschool teachers’competence of family and preschool collaboration from the parents’perspective.The results reveal that the structure of preschool teachers’competence of family and preschool collaboration from the parents’perspective consists of three main aspects:the ability to support children’s development,the ability to support parents,and personal qualities.The ability of supporting children’s development include professional knowledge,caring ability,observation and understanding ability,individualized education ability,and problem-solving ability.The ability of supporting parents includes curriculum visualization ability,parenting support ability,information sharing ability,the ability to interpret parental types,and planning and organizing ability.Personal qualities include perspective-taking ability,self-emotional control,reflection and self-development.Based on this,more attention should be paid to teachers’competence of family and preschool collaboration in pre-service education and post-service training,and some key abilities should be targeted for training and enhancement.