全球教育展望

家长的教育奠基孩子的身心发展并影响学校教育目的的达成。但已有研究大多只关注了家庭教养方式、经济状况、文化氛围等显性因素,而对家长教育认知这类隐性因素少有研究。本研究在自编问卷的基础上,对江苏省20所小学791位家长进行调查,探查家长教育认知现状,验证了自编《小学生家长教育认知调查》问卷结构的合理性与信效度。研究发现,小学生家长的教育认知总体上处于一种较为矛盾、失衡的状态,各维度间存在冲突或脱节,缺乏应有的有机关联与整体心理逻辑。小学生家长的教育认知比较传统、守旧,对新的教育思潮缺乏敏感与认同。不和谐的教育认知是导致家长教育焦虑的心理根源。小学生家长教育认知各维度在不同人口学变量上,隐含着一种相似或共同的趋势。对小学生家长教育认知影响因素的分析,我们应综合考虑多种因素的综合作用,做整体、辩证的思考,切勿简单结论。

Parents' educational cognition affects family's educational conceptions, methods and activities, and is related to children's physical and mental development. However, most of the existing studies focus on the dominant factors such as family upbringing style, economic status, cultural atmosphere, while the recessive factors such as educational cognition are not well addressed. In order to explore the status quo of parents' education cognition, this study carries a self-compiled questionnaire and a survey of 791 parents in 20 primary schools in Jiangsu Province, and verifies that the self-compiled "Primary School Parents' Education Cognition Survey" questionnaire has reasonable structure, high reliability and validity, and is an effective testing tool. It preliminarily reveals that the educational cognition of parents of primary school students is generally relatively closed and unbalanced. There are contradictions or disjoints among various dimensions, and there is a lack of proper organic connection and overall psychological logic. The educational concept of parents of primary school students is more traditional and closed, which lacks sensitivity and recognition to new educational ideas. Disharmonious education cognition is the psychological root that causes parents' educational anxiety. There is a similar or common trend in different demographic variables in the dimensions of parents' educational cognition of primary school students. To analyze the influencing factors of parents' education cognition, we should consider the comprehensive effects of various factors, make overall and dialectical thinking, and avoid simple conclusions.