摘要：幼兒園教育是特殊的教育，幼兒教育內(nèi)容是全面的、啟蒙的�！队變簣@教育指導(dǎo)綱要（試行）》提出了許多適應(yīng)時(shí)代發(fā)展要求的新理念，其中強(qiáng)調(diào)要樹(shù)立"大教育觀和教育資源觀、不斷探究和實(shí)踐幼兒園、家庭和社區(qū)一體化的幼兒教育"，如何充分利用家長(zhǎng)資源，提高教育實(shí)效，這是很多教學(xué)工作者在研究的話題。家園合作，將帶有強(qiáng)制性、必須遵循的規(guī)則內(nèi)化為自主、自覺(jué)、習(xí)慣的良好行為，為幼兒健康成長(zhǎng)創(chuàng)造良好的學(xué)習(xí)生活環(huán)境，為幼兒順利度過(guò)關(guān)鍵期以及融入社會(huì)打下堅(jiān)實(shí)的基礎(chǔ)。家庭教育的合理與積極、主動(dòng)的反饋態(tài)度是教育體系的重要組成部分。然而在家園合作的實(shí)踐工作中家長(zhǎng)處于非常被動(dòng)的狀態(tài)，家長(zhǎng)資源利用率不高。因此，研究家園合作中家庭主體性發(fā)揮問(wèn)題及策略，是客觀現(xiàn)實(shí)的需要，本文通過(guò)研究家園合作中家庭主體性發(fā)揮中存在的問(wèn)題、原因并結(jié)合理論與現(xiàn)實(shí)提出解決策略。

　　關(guān)鍵詞：家園合作 ; 家庭主體性 ；  問(wèn)題 ; 策略

　　Abstract: the kindergarten education is the special education, children education content is comprehensive, the enlightenment. The kindergarten education guidelines (try out) \"puts forward many adapt to the needs of The Times new idea, which emphasize to set up\" big education and education resource view, continuously explore and practice kindergarten, home, and community integration of baby education \", how to make full use of parents resource, improve the education effect, and this is a lot of teaching workers in a study of topic. Home cooperation, will have mandatory, must follow the rules of the independent, self-knowledge, internalizes habit of good behavior, for children's healthy growth to create the good study life environment for young children can live with the critical period in the society and lay a solid foundation. Family education of reasonable and positive feedback, active attitude is an important part of the education system. However, in their homes in the practical work of cooperation in a very passive state parents, parents resource utilization rate is not high. Therefore, the cooperation in home and family subjectivity play strategy, is the need of objective reality, This paper, through studying the cooperation in home family subjectivity the problems existing in the play, reason and combine theory and reality proposes the solution strategy.

　　Keywords: Their cooperation ；The family of subjectivity；Problem ；Strategy

　　家園合作中家庭主體性發(fā)揮存在的問(wèn)題及策略研究

　　前言：隨著全國(guó)教育工作會(huì)議的召開(kāi)，《國(guó)家中長(zhǎng)期教育改革和發(fā)展規(guī)劃綱要》的頒布，國(guó)家對(duì)學(xué)前教育的工作重視達(dá)到了前所未有的程度。"家園合作"不再是新話題，一直以來(lái)，我國(guó)非常重視家長(zhǎng)與家庭工作，但這種家園合作或多或少會(huì)帶有"幼兒園中心"的傾向，幼兒園針對(duì)家長(zhǎng)工作變成了教育家長(zhǎng)，配合變成支配。家庭教育的主體性并未在家園合作中得到體現(xiàn)。一些來(lái)自家庭方面的信息沒(méi)有得到足夠的重視。幼兒園和家庭在教育價(jià)值和行為、觀念、方法、態(tài)度、意識(shí)、教育要求等方面還存在矛盾與沖突，需要得到協(xié)調(diào)，家園合作本身就是一個(gè)值得協(xié)商和協(xié)調(diào)的過(guò)程，家庭主體性的發(fā)揮是家園合作所必須的。我們應(yīng)該看到合作的意義，證實(shí)合作的可能，在平等、互助的原則下真誠(chéng)交流與合作，共同促進(jìn)幼兒健康和諧全面的成長(zhǎng)與發(fā)展。

　　一、家園合作中家庭主體性發(fā)揮的問(wèn)題