利用博客圈促进家园共育的实践研究
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摘要
教育走向社会和社会参与教育不仅是教育发展的内部需求,也是社会进步的必然产物。在此背景下,家校合作与家园共育越来越受到国家的重视,在家长和教师之间也产生了广泛的共鸣。但是,不可否认的是,在这一过程中,也存在着一些矛盾和问题,甚至是对立与冲突。为此,论文在分析传统家园共育方式种种优缺点以及实效性的基础上,提出了利用博客圈促进家园共育的举措。
文章首先通过文献研究法,阐述了在教育的社会化趋势下,家园共育具有的丰富内涵和积极意义,同时,梳理了在博客文化的兴起和网络传播的普及的大环境下,博客圈所具有的重要功能和价值。接下来,采用问卷调查法从现状、条件、态度等方面具体分析了利用博客圈促进家园共育的可行性,得出了利用博客圈促进家园共育既有现实必要性,又有实践可行性的前期结论。在此基础上,构建了基于博客圈的家园共育模型,即家园双方基于博客圈进行信息交流、资源共享和协作互动。紧接着,以模型为依据,开展基于博客圈的家园共育实践研究,在实验幼儿园创建家园共育博客圈并开展日常实践活动和主题实践活动。最后,结合问卷调查和网络访谈两种方式对幼儿家长和教师进行调查,以检验利用博客圈促进家园共育的实际效果。
通过研究,我们得出如下结论：利用博客圈促进家园共育具有时空便利、形式多样、内容具体、效果显著等优势作用,能有效地提升幼儿家长和教师参与家园共育的积极性、增进家园双方对幼儿的了解,密切家长、教师、幼儿三者之间的关系,并最终促进幼儿的健康成长与全面发展。在此基础上,论文还提出了“畅通交流渠道、强化合作意识、构建运行机制、加大监管力度、完善评价体系”五个研究建议,以保持和促进基于博客圈的家园共育的持续健康发展。
Education and social involve in each other is not only the internal demand of educational development, but also the inevitable outcome of social progress. In this context, home-school cooperation and home-kindergarten joint education are attached more and more great importance by the state, what is more, it also evokes extensive resonance between parents and teachers However, it is undeniable that there also exists some contradictions and problems in this process, even confrontation and conflict. In view of the above, the dissertation proposes that children's parents and teachers could promote home-kindergarten joint education with blogosphere on the basis of analyzing the various kinds of advantages and disadvantages of traditional home-kindergarten joint education manner as well as its effectiveness.
First of all, paper elaborates the abundant connotation and the positive meaning of home-kindergarten joint education through literature research method under the trend of educational socialization, meantime, it also analyzes the important function and value of the blogosphere under the large environment of the emerging of blog culture and the popularization of network communication. Subsequently, from several perspectives of current situation、condition and attitude, the dissertation analyzes the feasibility of promoting home-kindergarten joint education with blogosphere, which draws a prior conclusion that there not only exists actual necessity, but also practical feasibility. On the basis of the above, a model for home-kindergarten joint education based on blogosphere is built, which is that parents and teachers exchange information、share resource and interact collaboratively based on blogosphere. Then, according to the model, we built a blogosphere in the experimental kindergarten and carry out daily practical activities and thematic practical activities. At last, it conducts a survey about children's parents and teachers combined with two styles which are questionnaire survey and network interview in order to test the actual effect of promoting home-kindergarten joint education with blogosphere.
We can draw some conclusions after research as follows:there are a few superiorities for promoting home-kindergarten joint education with blogosphere, such as convenient time、various forms、specific content and notable effect, which can enhance the enthusiasm of parents and teachers into promoting home-kindergarten joint education effectively、can promote parents and teachers'understanding about children can maintain closer relationship among parents、teachers and children and finally promote the healthy growth and all-round development of children. On this basis, paper also puts forward five proposals in order to maintain and promote the sustained and healthy development of home-kindergarten joint education with blogosphere, which are smoothing communicational channel、strengthening cooperation awareness、building operational mechanism、increasing regulatory dynamism and improving evaluation system.
文章首先通过文献研究法,阐述了在教育的社会化趋势下,家园共育具有的丰富内涵和积极意义,同时,梳理了在博客文化的兴起和网络传播的普及的大环境下,博客圈所具有的重要功能和价值。接下来,采用问卷调查法从现状、条件、态度等方面具体分析了利用博客圈促进家园共育的可行性,得出了利用博客圈促进家园共育既有现实必要性,又有实践可行性的前期结论。在此基础上,构建了基于博客圈的家园共育模型,即家园双方基于博客圈进行信息交流、资源共享和协作互动。紧接着,以模型为依据,开展基于博客圈的家园共育实践研究,在实验幼儿园创建家园共育博客圈并开展日常实践活动和主题实践活动。最后,结合问卷调查和网络访谈两种方式对幼儿家长和教师进行调查,以检验利用博客圈促进家园共育的实际效果。
通过研究,我们得出如下结论：利用博客圈促进家园共育具有时空便利、形式多样、内容具体、效果显著等优势作用,能有效地提升幼儿家长和教师参与家园共育的积极性、增进家园双方对幼儿的了解,密切家长、教师、幼儿三者之间的关系,并最终促进幼儿的健康成长与全面发展。在此基础上,论文还提出了“畅通交流渠道、强化合作意识、构建运行机制、加大监管力度、完善评价体系”五个研究建议,以保持和促进基于博客圈的家园共育的持续健康发展。
Education and social involve in each other is not only the internal demand of educational development, but also the inevitable outcome of social progress. In this context, home-school cooperation and home-kindergarten joint education are attached more and more great importance by the state, what is more, it also evokes extensive resonance between parents and teachers However, it is undeniable that there also exists some contradictions and problems in this process, even confrontation and conflict. In view of the above, the dissertation proposes that children's parents and teachers could promote home-kindergarten joint education with blogosphere on the basis of analyzing the various kinds of advantages and disadvantages of traditional home-kindergarten joint education manner as well as its effectiveness.
First of all, paper elaborates the abundant connotation and the positive meaning of home-kindergarten joint education through literature research method under the trend of educational socialization, meantime, it also analyzes the important function and value of the blogosphere under the large environment of the emerging of blog culture and the popularization of network communication. Subsequently, from several perspectives of current situation、condition and attitude, the dissertation analyzes the feasibility of promoting home-kindergarten joint education with blogosphere, which draws a prior conclusion that there not only exists actual necessity, but also practical feasibility. On the basis of the above, a model for home-kindergarten joint education based on blogosphere is built, which is that parents and teachers exchange information、share resource and interact collaboratively based on blogosphere. Then, according to the model, we built a blogosphere in the experimental kindergarten and carry out daily practical activities and thematic practical activities. At last, it conducts a survey about children's parents and teachers combined with two styles which are questionnaire survey and network interview in order to test the actual effect of promoting home-kindergarten joint education with blogosphere.
We can draw some conclusions after research as follows:there are a few superiorities for promoting home-kindergarten joint education with blogosphere, such as convenient time、various forms、specific content and notable effect, which can enhance the enthusiasm of parents and teachers into promoting home-kindergarten joint education effectively、can promote parents and teachers'understanding about children can maintain closer relationship among parents、teachers and children and finally promote the healthy growth and all-round development of children. On this basis, paper also puts forward five proposals in order to maintain and promote the sustained and healthy development of home-kindergarten joint education with blogosphere, which are smoothing communicational channel、strengthening cooperation awareness、building operational mechanism、increasing regulatory dynamism and improving evaluation system.
引文
①何非.中小学家校合作的现状与发展研究[D].曲阜：曲阜师范大学,2006.
①邹怡.构建幼儿园-家庭-社区立体化的环境教育网络[J].教育导刊,2005,(10)：21-23.
②刘桂茹.试析博客文化现象[J].赤峰学院学报(汉文哲学社会科学版),2008,(11).
①何磊、王满华.网络教育传播的辩证式探析[J].电化教育研究,2009,(3)：39-42.
①马忠虎.基础教育新概念：家校合作[M].北京：教育科学出版社,1999：156.
②黄河清.家校合作导论[M].上海：华东师范大学出版社,2008：37.
③岳瑛.我国家校合作的现状及影响因素[J].天津市教科院学报,2002,(3)：50-53.
④周丹.对家校合作若干理论和实践问题的思考[J].无锡教育学院学报,2001,(2).
①黄志敏、莫立芸.家园共育的教育价值探究[J].山东教育,2007,(5)：4-6.
②曾娟.渝中区初中阶段家校合作现状的调查研究[D].重庆.西南师范大学,2005.
③李生兰.学前儿童家庭教育[M].上海：华东师范大学出版社,2008：8.
①马忠虎.基础教育新概念：家校合作[M].北京：教育科学出版社,1999：35.
②张瑜.我国基础教育阶段家校合作的问题及对策研究[D].上海.华东师范大学,2008.
③曾娟.渝中区初中阶段家校合作现状的调查研究[D].重庆.西南师范大学,2005.
①李生兰.幼儿园与家庭、社区合作共育的研究[M].上海：华东师范大学出版社,2003：18.
②马忠虎.基础教育新概念：家校合作[M].北京：教育科学出版社,1999：41.
③陈燕.基于网络的家园协作互动模式探究[D].上海：华东师范大学,2006.
①王建冬、王继民、田飞佳.博客圈的特征及其演化机制初探[J].现代图书情报技术,2008,(6)：56-60.
①何磊、王满华、杨薇薇.多媒体在幼儿语言教学中应用的效果研究[J].现代教育技术,2009,(9)：58-61.
①陈燕.基于网络的家园协作互动模式探究——幼儿教育新力量的构想和实践[D].上海.华东师范大学,2003.
②马韦伟、江玲.网络环境下的家校互动德育模式探究[J].现代教育技术,2007,(2)：33-36.
③潘静虹.基于网络的家校互动个案研究[D].北京.首都师范大学,2005.
④韩雪涛.基于网络的家校合作系统中个性化推荐的设计与实现[D].北京.首都师范大学,2006.
⑤万励.基于B/S的广西家校通信息发布系统的设计与实现[J].广西科学院学报,2005，(11)：275-281.
①岳盼盼.用博客构建小学家校合作模式初探[J].中国教育信息化,2009,(4)：40-43.
②林琳.利用博客解决城市留守儿童家庭教育问题的研究[D].长春.东北师范大学,2008.
①余轩堂.影响农村地区家校合作的因素[J].教育理论与实践,2009，(3)：38-39.
①杨卉,王陆,韩雪涛.基于网络的家校互动支持平台的设计与应用[J].电化教育研究,2007,(10)：47-50.
①马忠虎.基础教育新概念-家校合作[M].北京：教育科学出版社,1999：67.
①黄河清.家校合作导论[M].上海：华东师范大学出版社,2008：6-7.
② Bronfenbrenner,U (1979). The ecology of human development:Experiences by nature and design [M]. Harvard University Press.
①李生兰.幼儿园与家庭、社区合作共育的研究[M].上海：华东师范大学出版社,2003.
①黄河清.家校合作导论[M].上海：华东师范大学出版社,2008：6-7.
②李颖.社会交换理论[EB/OL]. http://www.zijin.net/news/resources/shx3/2008-1-22/n0812297063HEAK83IIEB5D.shtm
③王蕊.社会性软件支持下网络协作学习的策略研究[J].电化教育研究,2008,(4)：68-71.
①杨柯,闻华.知识创造的SECI模型和知识螺旋[EB/OL]. http://wenruiliu.blog.163.com/blog/static/2428562220081126102251798/.
②熊才平.信息技术环境下的教育资源城乡共享[M].北京：科学出版社,2008：158.
①熊才平.信息技术环境下的教育资源城乡共享[M].北京：科学出版社,2008：159.
①何磊、王满华.网络教育传播的辩证式探析[J].电化教育研究,2009,(3)：39-42.
①金美林.教育博客实现城乡教师协同发展研究[D].金华：浙江师范大学,2008.
②陈燕.基于网络的家园协作互动模式探究[D].上海：华东师范大学,2006.
①曾祥林,张绍文.论信息技术与课程整合的内涵、层次和基础[J].电化教育研究,2006,(1)：50-54.
[1]何非.中小学家校合作的现状与发展研究[D].曲阜：曲阜师范大学,2006.
[2]邹怡.构建幼儿园-家庭-社区立体化的环境教育网络[J].教育导刊,2005,(10)：21-23.
[3]刘桂茹.试析博客文化现象[J].赤峰学院学报(汉文哲学社会科学版),2008,(11).
[4]马忠虎.基础教育新概念：家校合作[M].北京：教育科学出版社,1999：35、41、67、156.
[5]黄河清.家校合作导论[M].上海：华东师范大学出版社,2008：6-7、37.
[6]岳瑛.我国家校合作的现状及影响因素[J].天津市教科院学报,2002,(3)：50-53.
[7]周丹.对家校合作若干理论和实践问题的思考[J].无锡教育学院学报,2001,(2).
[8]黄志敏、莫立芸.家园共育的教育价值探究[J].山东教育,2007,(5)：4-6.
[9]曾娟.渝中区初中阶段家校合作现状的调查研究[D].重庆.西南师范大学,2005.
[10]李生兰.学前儿童家庭教育[M].上海：华东师范大学出版社,2008：8.
[11]张瑜.我国基础教育阶段家校合作的问题及对策研究[D].上海.华东师范大学,2008.
[12]李生兰.幼儿园与家庭、社区合作共育的研究[M].上海：华东师范大学出版社,2003：3-5、18.
[13]何磊、王满华、杨薇薇.多媒体在幼儿语言教学中应用的效果研究[J].现代教育技术,2009,(9)：58-61.
[14]王建冬、王继民、田飞佳.博客圈的特征及其演化机制初探[J].现代图书情报技术,2008,(6)：56-60.
[15]潘静虹.基于网络的家校互动个案研究[D].北京.首都师范大学,2005.
[16]杨卉,王陆,韩雪涛.基于网络的家校互动支持平台的设计与应用[J].电化教育研究,2007,(10)：47-50.
[17]王蕊.社会性软件支持下网络协作学习的策略研究[J].电化教育研究,2008,(4)：68-71.
[18]何磊、王满华.网络教育传播的辩证式探析[J].电化教育研究,2009,(3)：39-42.
[19]金美林.教育博客实现城乡教师协同发展研究[D].金华：浙江师范大学,2008.
[20]曾祥林,张绍文.论信息技术与课程整合的内涵、层次和基础[J].电化教育研究,2006,(1)：50-54.
[21]李颖.社会交换理论[EB/OL]. http://www.zijin.net/news/resources/shx3/2008-1-22/n0812297063HEAK83I IEB5D.shtml.
[22]杨柯,闻华.知识创造的SECI模型和知识螺旋[EB/OL]. http://wenruiliu.blog.163.com/blog/static/2428562220081126102251798/.
[23]何磊,黄艳霞,金晓晓.信息技术与幼儿教育的整合[J].学前教育研究,2009,(1)：56-59.
[24]马韦伟、江玲.网络环境下的家校互动德育模式探究[J].现代教育技术,2007,(2)：33-36.
[25]陈燕.基于网络的家园协作互动模式探究——幼儿教育新力量的构想和实践[D].上海.华东师范大学,2006.
[26]余轩堂.影响农村地区家校合作的因素[J].教育理论与实践,2009,(3)：38-39.
[27]韩雪涛.基于网络的家校合作系统中个性化推荐的设计与实现[D].北京.首都师范大学,2006.
[28]万励.基于B/S的广西家校通信息发布系统的设计与实现[J].广西科学院 学报,2005,(11)：275-281.
[29]岳盼盼.用博客构建小学家校合作模式初探[J].中国教育信息化，2009,(4)：40-43.
[30]林琳.利用博客解决城市留守儿童家庭教育问题的研究[D].长春.东北师范大学,2008.
[31]何磊、骆丹旦.利用信息技术促进家园共育的实践研究——以义乌市宾王幼儿园为例[J].中国教育信息化,2010,(2)：41-43.
[32]何磊、金林艳.利用信息技术营造园本文化的实践研究——以义乌市宾王幼儿园为例[J].基础教育研究,2010,(2)：49-50.
[33]熊才‘平.信息技术环境下的教育资源城乡共享[M].北京：科学出版社,2008.
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①邹怡.构建幼儿园-家庭-社区立体化的环境教育网络[J].教育导刊,2005,(10)：21-23.
②刘桂茹.试析博客文化现象[J].赤峰学院学报(汉文哲学社会科学版),2008,(11).
①何磊、王满华.网络教育传播的辩证式探析[J].电化教育研究,2009,(3)：39-42.
①马忠虎.基础教育新概念：家校合作[M].北京：教育科学出版社,1999：156.
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