现代教育学认为，家庭教育和幼儿园教育是影响幼儿身心发展的两大方面，为了让幼儿的教育达到事半功倍的效果，就要把家庭和幼儿教育结合在一起，且只有两者相互配合才能更有效的促进幼儿的健康和谐发展。研究以此为切入点，基于调查分析指出当前幼儿教师与家长沟通中存在的问题与不足，即沟通双向性不足、沟通地位不对等、沟通渠道太单一、沟通内容不对接等；并进一步分析指出沟通存在问题的主要原因是家长与教师教育理念具有分歧、幼儿园管理制度性不足以及家长和教师性格存在差异等三个方面；在此基础上有针对性的提出提高幼儿教师与家长沟通有效性的具体策略：建立教师与家长沟通制度、沟通地位平等化以及沟通渠道的多元化。以期能够在一定程度上丰富有关家园合作的有关理论，并有助于充分发挥家长资源的作用，发挥幼儿园教师和家长教育的合力，更好的促进幼儿多方面的和谐发展。
关键词：幼儿教师；家长；沟通障碍；家园合作；
modern education, family education and kindergarten education are two aspects influencing the children’s physical and mental development, when these two aspects to achieve the same resonance frequency, complement each other, for the children’s influence can have a multiplier effect. In order to achieve the effect of home synchronization, both sides should focus on the home age characteristics and individual characteristics of children often contact, more communication, fully understand the development of parents specific aspects to the aims of education and child care, reached a consensus with the kindergarten, so that home synchronous education more effectively promote the development of the child. The ultimate goal of promoting the growth of young children. The research on the communication between teachers and parents is helpful to enrich the theory of communication and help to give full play to the overall role of education, but also conducive to the professional development of teachers.
First, the author searched the literature at home and abroad to find out the problems and reasons of the communication between the teacher and the parents, and the reasons for the problems existed in the communication between the teacher and the parents. Finally, this paper puts forward some effective strategies for the effective communication between preschool teachers and parents, trying to provide a new perspective for the study of communication between teachers and parents. In this paper, the methods of questionnaire and interview as the main research methods, using the methods of literature, observation and analysis for the auxiliary method of kindergarten teachers and parents communication made a comprehensive and systematic investigation and analysis of kindergarten teachers and parents, the purpose of communication, preparation, process, frequency, choice tendency, function, and lack of the influence factors are studied.
Key words: preschool teachers; parents; communication barriers; strategies;
目录
摘要…………………………………………………………………………………………………………………………….. I
Abstract………………………………………………………………………………………………………………………. II
引言……………………………………………………………………………………………………………………………. 5
一、问题提出……………………………………………………………………………………………………………… 5
（一）选题缘由…………………………………………………………………………………………………… 5
1.家园合作是幼儿健康发展的必然要求………………………………………………………………… 5
2.幼儿教师与家长有效沟通是家园合作的必要前提………………………………………………. 6
（二）核心概念界定……………………………………………………………………………………………. 6
1.沟通………………………………………………………………………………………………………………….. 6
2.沟通有效性……………………………………………………………………………………………………….. 7
（三）研究方法…………………………………………………………………………………………………… 7
1．文献法……………………………………………………………………………………………………………. 7
2．问卷法……………………………………………………………………………………………………………. 7
3.访谈法………………………………………………………………………………………………………………. 8
4.观察法………………………………………………………………………………………………………………. 8
（三） 研究意义………………………………………………………………………………………….. 8
1.理论意义…………………………………………………………………………………………………………… 8
2.实践意义…………………………………………………………………………………………………………… 9
三、幼儿教师与家长沟通存在的问题………………………………………………………………………….. 9
（一）沟通双向性不足…………………………………………………………………………………. 9
（二）沟通地位不对等……………………………………………………………………………….. 10
（三）沟通渠道太单一……………………………………………………………………………….. 10
3.教师和家长缺少深层的沟通与交流…………………………………………………………… 11
（四）沟通内容不对接……………………………………………………………………………….. 12
（五）沟通深度较有限……………………………………………………………………………….. 13
（六）其他问题………………………………………………………………………………………….. 14
四、幼儿教师与家长沟通存在问题的原因分析………………………………………………………….. 15
（一）家长与教师教育理念有分歧…………………………………………………………………….. 15
（二）幼儿园管理制度性不足……………………………………………………………………………. 16
（三）家长和教师性格有差异……………………………………………………………………………. 16
五、提高幼儿教师与家长沟通有效性的具体策略……………………………………………….. 16
（一）沟通工作制度化………………………………………………………………………………………. 16
1.建立教师与家长沟通制度…………………………………………………………………………. 17
2.建立幼儿园家委会……………………………………………………………………………………. 17
（二）沟通地位平等化………………………………………………………………………………………. 17
1.教师尊重家长的教育观念…………………………………………………………………………. 18
- 家长积极理解幼儿园教育……………………………………………………………………….. 18
（三）沟通渠道的多元化…………………………………………………………………………………… 19
1.赞赏卡……………………………………………………………………………………………………… 19
2.接送环节沟通…………………………………………………………………………………………… 20
3.亲子活动………………………………………………………………………………………………….. 20
4.教育经验交流会……………………………………………………………………………………….. 21
5.家长助教进班级……………………………………………………………………………………….. 21
结论…………………………………………………………………………………………………………………………. 22
致谢…………………………………………………………………………………………………………………………. 23
参考文献………………………………………………………………………………………………………………….. 24
