论学龄前儿童教育中“家社合作”-毕业论文.doc

中文摘要 儿童自出生直至进入小学前的学龄前时期，处于形体、心理发展快速动态转变的早 期阶段，能否为儿童提供适合其心理发展和学习所需的优良内外环境是决定儿童能否发 挥其遗传潜质和巨大学习潜力的重要条件。家庭与其所处的社区是影响儿童成长的外在 环境的两个主要方面。我国学龄前儿童家庭教育自身的局限性决定了其需要来自社区的 关心和帮助， 家社合作”则能发挥出整合家庭小环境与社区大环境的各种资源的独特作 用，做到优势互补，确保儿童在学龄前期能接受到良好的教育。 本文以学龄前儿童教育“家社合作”为研究主题。首先，从当前家庭教育的局限性 和社区教育的优势分析，指出“家社合作”在学龄前儿童教育中的独特作用；其次，从生 物生态学理论、自我概念理论、多元智能理论及其启示出发，指出了“家社合作”的可能 性；然后借鉴了美、澳等国的实践，联系我国上海、山东、福建等地“家社合作”的实践 经验，分析了我国学龄前儿童教育“家社合作”的可行性和必要性。在前面的基础上，指 出“家社合作”必须发挥家庭教育的基础作用，同时，应以社区为依托，充分发挥社区的 资源性优势，建立一个较为科学合理的管理模式。最后，在对贵港市某社区调查分析的基 础上，以其为例设计了一个由政府统筹领导、教育部门主管、各部门分工合作、以社区为 基地的学龄前儿童教育管理模式。  关键词：学龄前儿童  教育  家社合作  2 Abstract Children, who are in preschool period, are in the early period of rapid changing in body and psychological development. It’s very important for children to support good inner-outer conditions, which are fit for psychological development and learning, to bring their inheritance potentiality and huge learning potentiality into play. The outer conditions of children’s development are affected by two aspects, which are their family and their community. The limitation of our country’s preschoolers’ family education determines that they need the care and help from their community. “Family and Community’s Cooperation” education can play special function to integrate micro condition—family and macro condition—community, and patch up their advantages and to ensure preschoolers getting good education. This topic of this thesis is preschooler’s “Family and Community’s Cooperation” education. First, it analyzes the limitation of family education and the advantage of community education, and points the special functions of “Family and Community’s Cooperation” education for preschoolers. Second, from biology and ecology theory, ego theory, and pluralism intelligence and ability theory and their enlightening, it points the possibility of “Family and Community’s Cooperation” education. Then it draws lessons from the practices of America and Australia, and the practices of “Family and Community’