| 冯哲毓，唐 超，易 鑫.婴幼儿亲子课程有效教学的影响因素——基于扎根理论的质性研究[J].陕西学前师范学院学报,2021,37(7):1-7 |
| 婴幼儿亲子课程有效教学的影响因素——基于扎根理论的质性研究 |
| Influential Factors of Effective Teaching in Parent Participation Class for Infants and Young Children—A Qualitative Study Based on Grounded Theory |
| 投稿时间：2021-04-15 修订日期：2021-05-21 |
| DOI：10. 11995/j. issn. 2095-770X. 2021. 07. 001 |
| 中文关键词: 关键词：有效教学 亲子课程 扎根理论 影响因素 |
| 英文关键词: Key words： effective teaching parent participation class grounded theory influential factors |
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| 中文摘要: |
| 摘要：亲子课程是婴幼儿接受教育的重要途径之一。运用扎根理论对早教机构教师、家长、校长等人的访谈数据分析后，发现：教师（课堂教学素养、教师沟通指导、教师工作投入、教师个人特质）、家庭（家庭教养观念与行为、家庭参与度、幼儿情绪体验）、班级与课堂（班级稳定性、课堂氛围）和早教机构（教室物理环境、管理层的重视）四大维度的11个范畴影响了婴幼儿亲子课程的有效性。得出重视班级稳定性，强化早教机构班级管理；提升教师专业性，规范准入门槛与职后培训；关注家长的差异，推进婴幼儿家庭教育指导工作的结论与教育启示。 |
| 英文摘要: |
| Abstract: The parent participation class is one of the important ways for infants and young children to receive education.Based on the Grounded Theory and the interview data of teachers， parents and principals in early education centers， this study found that 11 categories of four dimensions affected the effectiveness of teaching in parent participation class for infants and young children and constructed the structural model: teacher（classroom teaching literacy， communication and guidance， work engagement， personal characteristics）， family（family education concept and behavior， family classroom participation， children’s emotional experience）， class（class stability， classroom climate）， and early education center（ physical environment， teaching supervision）. It is concluded these pedagogical implications that attention should be paid to class stability and class management of early education institutions should be strengthened， the professionalism of teachers should be enhanced and the entry threshold and post-service training should be standardized， and the differences of parents should be concerned and the infant and young children family education guidance work should be promoted. |
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