家园社协同视域下幼儿教师沟通机制的优化及策略研究

Optimization and Strategy Research on Communication Mechanisms for Early Childhood Teachers under the Collaborative Perspective of Home, School, and Community

摘要: 随着我国学前教育高质量发展不断推进，家园社协同育人已经成为落实科学保教的重要方向，而教师与各方的沟通，是实现家庭、幼儿园、社区协同育人的重要纽带。本研究通过以L幼儿园教师为研究对象，探究“家园社”协同视域下幼儿教师沟通机制的现存问题及成因。研究发现，幼儿教师沟通存在频率无规律、主体互动失衡、内容与需求脱节、信息传递零散等问题，成因涉及家长教育理念偏差、教师沟通能力不足、幼儿园沟通体系缺失、社区协同意识薄弱等多方面。基于此，从家长、教师、幼儿园、社区、外部制度方面提出针对性优化策略，旨在构建系统化、常态化的家园社协同沟通机制，提升协同育人实效。

Abstract: With the ongoing advancement of high-quality preschool education in China, collaborative education among families, kindergartens, and communities has become a critical direction for implementing scientific childcare and education, with teacher communication serving as a vital link for achieving such collaboration. This study, taking teachers at Kindergarten L as research subjects, investigates the existing problems and their causes in early childhood teachers’ communication mechanisms from the perspective of family-kindergarten-community collaboration. The findings reveal that problems in teacher communication include irregular frequency, imbalanced subject interaction, disconnection between content and needs, and fragmented information transmission, with causes involving deviations in parents’ educational concepts, insufficient communication competence among teachers, absence of kindergarten communication systems, and weak community collaboration awareness. Accordingly, targeted optimization strategies are proposed from the dimensions of parents, teachers, kindergartens, communities, and external institutions, aiming to construct a systematic and normalized family-kindergarten-community collaborative communication mechanism and enhance the effectiveness of collaborative education.