摘要
家长学校是指导推进家庭教育的主阵地,家长是家长学校的直接利益相关主体,了解家长对家长学校课堂建设的看法有利于提高其课堂教学的有效性。从家长的视角探究家长学校课堂建设现状,发现家长学校的教学内容多样丰富,但未能有效契合家长的需求;不同学段家长对教学内容的喜好存在一定差异;家长学校的授课形式多种多样,但仍以传统授课形式为主,家长学习理念有待进一步更新;大部分家长学校订购有教材,但教材并未得到充分利用。对此,家长学校应坚持“学生为本”“服务家长”办学理念,明确课堂建设方向,从学校主导型向家长需求型转变,从传统授课向融合型授课转变,从统编教材向校本教材转型,通过提供多元化教学内容、打磨多样化授课形式、研发个性化教材等路径有效改善家长学校课堂教学。
Parent school is the main position to guide and promote family education,and parents are the direct stakeholders of parent schools.Understanding parents'perspective on parent school classroom construction is conducive to improving the effectiveness of classroom teaching.From the perspective of parents to explore the current situation of classroom construction in parent schools,it is found that the teaching content of parent schools is diverse and rich,but cannot fully meet the needs of parents;there are some differences in the preferences of parents for school teaching content;there are various forms of teaching in parent schools,but the traditional teaching forms are still the main form;parents mainly accept the traditional teaching forms,and their learning ideas need to be updated;most parent schools have textbooks,but they don't make full use of them.Based on this,parent schools should insist on the educational philosophy of“student-centered”and“serving parents”,clarify the direction of classroom construction,and shift from school-led to parent-demand-oriented,from traditional teaching to integrated teaching forms,from unified textbooks to school-based textbook research and development,and effectively improve parent school classroom teaching by providing diversified teaching content,polishing diversified teaching methods,and developing personalized textbooks.
出处
《教育测量与评价》
2023年第4期14-28,共15页
Educational Measurement and Evaluation
基金
2020年河南省哲学社会科学规划项目“地方高校新入职教师发展研究”(2020BJY037)
2021年度河南省高等教育教学改革研究与实践立项项目“师范类专业认证背景下高校教师教学能力提升路径研究”(2021SJGLX581)的阶段性研究成果。
关键词
家长学校
课堂建设
家校合作
协同育人
parent school
classroom construction
home-school cooperation
collaborative education
作者简介
毛利丹,郑州师范学院初等教育学院副教授,华东师范大学教育学博士,河南大学教育学博士后。(郑州450044)。
