文章摘要
时艳芳,吕晓炜.错位与适应:学前教育小学化“为何”与“何为”[J].陕西学前师范学院学报,2020,36(1):84-89
错位与适应:学前教育小学化“为何”与“何为”
Dislocation and Adaptation: Why the Tendency of Pre-school Education towards Primary Education and How to Respond
投稿时间:2019-09-24  修订日期:2019-10-27
DOI:10.11995/j.issn.2095-770X.2020.01.014
中文关键词: 学前教育小学化  扎根理论  错位  适应
英文关键词: primary tendency of pre-school education  Grounded theory  dislocation  adaptation
基金项目:2018 年河北省教育厅课题(SQ182019);张家口学院“5-8 岁儿童身心发展与研究”科研团队项目
作者单位
时艳芳 (张家口学院教育学院河北张家口075000) 
吕晓炜 (张家口学院教育学院河北张家口075000) 
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中文摘要:
      为了探究利益相关者视角下学前教育小学化产生的原因及其对策,以重心下移与深度聚焦为思路,对Z 市X 区4 名家长和2 名老师进行访谈,借助扎根理论,建构出学前教育小学化“错位”与“适应”的双重生态。“错位”诠释了学前教育小学化的“为何”,具体表现为“主体错位”和“职责错位”的复杂交错。“适应”解释了学前教育小学化的“何为”,具体表现为适应主体是“家长、幼儿园和辅导班的三管齐下”;适应策略包括“坚决抵抗、无奈妥协、精明调适和无知得意”;适应类型是“预防型和善后型、强迫型和引导型、突击型和持久型、长远型和短视型”的相互融合。
英文摘要:
      In order to explore the causes of primary tendency of pre-school education from the perspective of stakeholders and the coping strategies, with the thought of moving down the highlights and focusing deeply,four parents and two teachers in Zone X of Z City were interviewed,and the dual-pattern of "dislocation" and"adaptation" of primary tendency of pre-school educationwasconstructedwithgroundedtheory."Dislocation"explains"why" thetendencyofpre-schooleducationtowards the primary education, which is embodied in the complex interaction of "dislocation of subjectivity" and "dislocation of responsibility". "Adaptation" illustrates"how" to respond to the primary tendency of pre-school education,which is represented in the facts that the subjects of adaptation include "all three parts, parents, kindergartens and remedial classes" ; the adaptation strategies contain "firmly resistance,having no choice but compromise,smartly adjusting and being ignorant as well as pleased"; and the adaptation type is the integration of "prevention type and aftercare type,forced type and guided type,assault type and lasting type,long-term type and short-term type".
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