【摘要】：近年來，家校合作逐漸被廣大小學教師和家長認可，成為小學常用的促進學生發(fā)展，進行班級管理的手段之一。但家校合作在具有重要價值的同時，也因教師和家長在家校合作認識、實踐上的偏差，對小學生、學生家長以及親師關系等帶來一系列負效應。本論文正是在了解當今小學家校合作的類型與價值基礎上，對家校合作負效應、成因及規(guī)避策略展開詳細研究。 本研究圍繞五部分展開。 第一部分前言，包括問題的提出、文獻綜述、研究內(nèi)容、研究方法及研究意義。 第二部分介紹了小學家校合作的概念、類型及其價值。家校合作是指小學生家長（或親人）與其所在班級教師，為實現(xiàn)對孩子更好地教育以及促進孩子更好發(fā)展所采取的聯(lián)合行動。其類型是依據(jù)學者馬忠虎對于家校合作活動的層次分類，將其分為“以校為本”和“以家為本”兩種類型，“以校為本”的家校合作圍繞與學校相關的活動展開，參與的具體方式有家長義工、班級家長講壇、家長大講堂等。“以家為本”的家校合作基于家庭的實際考慮展開，參與的具體方式有家訪、家長輔導孩子在家學習等。家校合作的價值從促進個體發(fā)展，班集體建設，學校變革三方面展開，其中個體發(fā)展包括學生身心全面發(fā)展，家長教養(yǎng)能力發(fā)展以及教師專業(yè)發(fā)展。 第三部分重點論述了小學家校合作的負效應及具體表現(xiàn)。家校合作的負效應指的是由于家校合作實施主體（包括教師、家長）的認識誤區(qū)和不當操作，而給學生、家長以及親師關系帶來的負面、消極影響。其具體表現(xiàn)從家校合作給學生、學生家長及親師關系帶來的負效應進行論述。給學生帶來的負效應從不利于學生學業(yè)、個性化以及個體社會化發(fā)展三方面展開。其中，給學生學業(yè)發(fā)展帶來的負效應包括削弱學生的學習興趣，導致學生對教師不信任，拉大學優(yōu)生與學困生的差距；對學生個性化發(fā)展帶來的負面影響包括驕傲自大與自卑退縮，錯誤的價值判斷標準，不良的自我概念發(fā)展；而對學生社會化發(fā)展帶來的消極影響有：滋生虛榮攀比的心理；助長圓滑世故的風氣；造成合作能力缺失以及擴大階層之間的差距。給家長帶來的負效應從心理壓力、經(jīng)濟壓力兩方面考慮，還可能會造成親師關系疏離、緊張、沖突等不同程度的負面影響。 第四部分從認識誤區(qū)、實踐偏差兩方面分析了家校合作負效應的成因。認識誤區(qū)包括為“合作”而合作，對負效應的漠視。實踐偏差又包括適宜性不足，忽視差異性；量力性不夠，忽視承受力；家長參與的話語權喪失。 第五部分是筆者依據(jù)第三、四部分對家校合作負效應的具體表現(xiàn)及成因的論述，提出弱化和規(guī)避負效應的若干策略，，這些策略是從制度的完善、親師合作觀念的樹立及合作模式的改善三個方面展開。
[Abstract]:In recent years, home-school cooperation has gradually been recognized by the majority of primary school teachers and parents, and has become one of the commonly used means to promote the development of students and carry out class management in primary schools. But home-school cooperation has important value, but also because teachers and parents in the understanding of home-school cooperation, practical deviation, to pupils, parents and parent-teacher relationships bring a series of negative effects. On the basis of understanding the types and values of homeschooling cooperation in primary schools, this paper makes a detailed study on the negative effects, causes and evading strategies of home-school cooperation. This research revolves around five parts. The first part is the introduction, including the question, literature review, research content, research methods and research significance. The second part introduces the concept, types and value of home-school cooperation in primary schools. Home-school cooperation refers to the joint action taken by parents (or relatives) of pupils and teachers in their classes to achieve better education for children and promote better development of children. Its types are classified according to the level of cooperation activities between home and school, which are divided into two types: "school-based" and "home-based". "School-based" home-school cooperation revolves around school-related activities. The specific ways to participate include parents volunteers, class parents forum, parents lecture hall and so on. The home-based home-school cooperation is based on the practical considerations of the family. The specific ways of participation include home visits, parents' guidance for their children to study at home, and so on. The value of home-school cooperation starts from three aspects: promoting individual development, class collective construction and school reform. Individual development includes students' physical and mental development, parents' upbringing ability development and teachers' professional development. The third part focuses on the negative effect and concrete performance of the primary school-home-school cooperation. The negative effect of home-school cooperation refers to the negative and negative effects on students, parents and parent-teacher relationships due to the misunderstanding and improper operation of the main actors (including teachers and parents). This paper discusses the negative effects of home-school cooperation on students, parents and parents. The negative effects on students are unfavorable to students' study, individuation and individual socialization. Among them, the negative effects on students' academic development include weakening students' interest in learning, causing students' distrust of teachers, and pulling up the gap between excellent students and students with learning difficulties. The negative effects on students' individualized development include conceit and inferiority complex, wrong criteria of value judgment, bad development of self-concept, and negative effects on students' socialized development. Foster a sleek and sophisticated atmosphere; create a lack of cooperation and widen the gap between classes. The negative effects brought to parents from psychological pressure and economic pressure may also cause the parents to be alienated, tense, conflict and other negative effects in different degrees. The fourth part analyzes the causes of the negative effect of home-school cooperation from two aspects: misunderstandings and practical deviations. The misunderstanding includes cooperation for cooperation and disregard for negative effect. The deviation of practice includes inadequate suitability and neglect of difference; insufficient capacity of measurement and neglect of tolerance; loss of the right to speak in the participation of parents. The fifth part is the author according to the third and fourth parts of the specific performance of the home-school cooperation and the causes of the discussion, put forward a number of strategies to weaken and avoid the negative effects, these strategies are from the perfection of the system. The establishment of the concept of parent-teacher cooperation and the improvement of the cooperation model are carried out in three aspects.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G626

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