| Grounded in Symbolic Interaction Theory, structural equation modeling was applied to explore the relationship between home-kindergarten network interaction, fathers' involvement, and the results of family education guidance based on 21,665 questionnaires. The results showed that the "symbolic presence" of home-kindergarten network interaction had a strong predictive function on the home education guidance results, with applicability having the greatest influence, interactivity having the least, and richness and visualization having a negative predictive function; and father involvement played a partial mediating in the relationship between home-kindergarten network interaction and the results of home education guidance. For this reason, the "symbolic presence" and traditional "embodied presence" of home and family network interaction should be compatible, the "subjective self-awareness" and the "external mechanism" of fathers' involvement should be synergized in both directions, and the "meaning-driven" and "affective-intelligent" aspects of family education guidance should be complementary to each other.
HAN Jin-xia(Faculty of Education, Qufu Normal University, Qufu 273165, China); ZHANG Gen-jian(School of Education, Shandong Women’s University, Jinan 250300, China); FENG Shuo(Department of Preschool Education, Qingdao University, Qingdao 266071, China); WANG Ya-li(Pingdu Hongqi Kindergarten, Qingdao 266700, China) |
