摘要

幼儿阶段是幼儿接受劳动教育的初始阶段、启蒙阶段和奠基阶段。开展本研究可以有效地培养儿童的行为习惯，为儿童未来的全面发展奠定基础；对父母来说，它可以改善父母和孩子之间的关系，理解培养孩子工作行为习惯的重要性。这使父母摆脱了重视儿童智力发展的观念；对于教师来说，教师可以利用儿童在幼儿园的时间进行随机教育，逐步培养儿童的行为习惯。一个人的行为和习惯通常可以反映其个人品质和道德成就。学前教育是对儿童的一种教育，对控制行为和习惯非常重要。在此阶段在儿童中养成的行为习惯不仅会伴随着一生的成长，甚至会直接影响孩子的成长。儿童早期儿童形成的一些不良习惯通常会导致成年后无法挽回的后果。近年来，已经对学前教育给予了极大的关注。现在的重要任务是建立家庭和学校之间的合作，共同监督儿童行为和习惯的发展。本文分析了家庭协作对养成儿童的行为和习惯的重要性。

关键词：家园合作 幼儿 良好行为习惯

Abstract

The early childhood stage is the initial stage, enlightenment stage and foundation stage for children to receive labor education. The conduct of this research can effectively develop their behavioral habits for young children and lay the foundation for their future all-round development; for parents, he can improve parent-child relationships and understand the importance of cultivating work habits for young children.It liberates parents from the concept of attaching importance to children’s intellectual development; for teachers, teachers can use children’s time in kindergarten to conduct random education to gradually cultivate children’s behavior habits. A person's behavior and habits can usually reflect their personal qualities and moral achievements. Pre-school education is an education for children, which is very important for controlling behavior and habits. The behavioral habits developed in children at this stage will not only accompany the growth of a lifetime, but will even directly affect the growth of the child. Some bad habits formed in early childhood usually lead to irreparable consequences in adulthood. In recent years, great attention has been paid to preschool education. An important task is to establish cooperation between the family and the school to jointly supervise the development of children's behaviors and habits. This article analyzes the importance of family collaboration to develop children's behaviors and habits.

Keywords: home cooperation Young children good behavior habits 

 

目 录

一、 绪论 4

（一）研究背景及意义 4

（二）研究现状 4

（三）研究目的 4

（四）研究方法 4

二、幼儿良好行为习惯的内涵与表现 5

（一）幼儿良好行为习惯的界定 5

（二）幼儿良好行为习惯形成的规律 5

（三）幼儿良好行为习惯的具体表现 5

三、家园共育促进幼儿习惯养成的具体形式——以X幼儿园为例 5

（一）线下面对面沟通 5

（二）线上联系，利用网络平台 6

四、家园合作对培养幼儿良好行为习惯的困境 6

（一）家庭对幼儿园习惯培养工作缺乏信任 6

（二）习惯教育的内容和方式上未达成共识 6

（三）教师综合素质低，家园合作时效性不强 6

五、家园合作对培养幼儿良好行为习惯的策略 7

（一）让游戏成为习惯培养的有效载体 7

（二）以教师为桥梁更新家长习惯教育理念 7

（三）提高教师家园共育的专业能力 7

结论 7

参考文献 8