| 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 |
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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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