情绪地理视角下传统家师关系的反思与重塑——基于《家庭教育促进法》的分析
Reflection and Remolding of the Traditional Teacher-Student Relationship in Families from the Perspective of Emotional Geography:An Analysis Based on the Family Education Promotion Law
刘健 1卞梦涵 1王颖2
作者信息
- 1. 天津师范大学 教育学部,天津 300387
- 2. 天津市教育科学研究院,天津 300191
- 折叠
摘要
良好的家师关系是有效推进家校合作的关键.从哈格里夫斯"情绪地理理论"视角出发,围绕《家庭教育促进法》,分析当前传统家师关系中遇到的困境:家长与教师之间因不信任关系导致的社会文化距离;家庭与学校因育人目标的冲突产生的道德距离;家校主体的权责界限模糊产生的专业距离;因"上传下达"管理模式导致政治距离以及因缺乏有效沟通方式而产生物理距离.对此,应联通多元主体,建立协同互动机制;畅通阶层阻碍,建立双向沟通合作机制;贯通育人理念,构建关怀型文化.
Abstract
A good teacher-parent relationship is the key to effectively promote home-school cooperation.From the perspective of Hargreaves'"emotional geography theory",focusing on Family Education Promotion Law,this paper analyzes the difficulties in the traditional teacher-parent relationship,namely:the distrust between teachers and parents leading to social distance;the conflict of educational goals resulting in the disparity of aims in morality education;the ambiguous rights and responsibilities of parents or schools leading to professional distance;the"top-down"management model bringing about political distance and the lack of effective communication resulting in physical distance.Therefore,parents,schools and students should all be involved to establish a collaborative interaction mechanism.Barriers in them should be unblocked to establish a two-way communication and cooperation mechanism and educational concepts should be integrated to build a caring education mode.
关键词
情绪地理学/《家庭教育促进法》/家师关系Key words
Emotional Geography/Family Education Promotion Law/Teacher-parent Relationship引用本文复制引用
出版年
2024
NETL
NSTL
万方数据