Research On The Kindergartens Using Family Resources In Thematic Education

Drawing inspiration from the post-modern curriculum theory, the organizational culture theory, the role theory and the asymmetric information theory, this research uses the method of questionnaires-survey, interview, observation and documentation analysis to gather information. It aims to the kinds, amount, origin, preparations, mode, effect and difficulties of kindergartens using family resources in thematic education. This research tries to enrich the theoretical results and give comprehensive practical advice.Under the influence of the teachers' psychology, the feature of the resources and cost, the number of resources being constantly used is small. The resources being used meet insufficient demand; however, structure defect restricts the promotion of effect. We should lay psychological basis by dialogue; to increase frequency by using varieties of resources; to improve efficiency by application of measures. The family resources are used in almost half of the thematic education. The family resources are inevitably used in the thematic education which regards them as material resources, however, not being used in other ones. It is necessary to use family resources in more thematic education. Simple pragmatism make the origin be formed by expectation, convenience, heed and cooperation. We should establish the origin of cooperation to eliminate the obstacle which caused by the lack of met cognitive thinking. Shallow thought of using lead to inadequate preparation of family resources. The rule of the reference books limits the involvement of parents. The teachers' authority leads to the one-way transmission of information between teachers and parents. In short, preparation is not sufficient. What should be done is to emphasize collecting the information of the family resources, to provide parents opportunities to participate in teaching and research, to achieve the two-way flow of information between teachers and parents. Under the influence of the parents'participation and the teachers' preference, the form of using is single and superficial. The form should be multiple and in-depth.Whether a certain effect be achieved has something to do with whether a certain family resource be used. The frequency has a bearing on the degree of effect. Teachers need to be open to raising the utilization rate of the variety of family resources. Lack of time and knowledge differences hindered the parents' involvement. The factors about teachers and parents bring about vicious spiral and measures of no effect. Teachers need to guide the parents cooperate.The troubles are asymmetric information and the vague role orientation of parents and teachers. The overall principles of the suggestions are from "silence" to "notice" to "dialogue" and from "utilize" to "use" to "cooperate".