Research On The Status Quo And Countermeasures Of Primary School Parent-teacher Communication Conflict

A good relationship between parents and teachers is a necessary prerequisite to ensure the comprehensive development of students,a key link to consolidate the strength of education and improve the quality of education,and it is also a requirement of the times for sustainable development to education.As a unique social activity and existence mode of human beings,communication is not only an important link between parents and teachers,but also an important means to maintain the parent-teacher relationship and realize the mutual education of parents and teachers.Because of the immature physical and mental development of primary school students and the strong dependence on parents and teachers,the exchanges between the two sides are closer.In addition,elementary school as the foundation stage of student growth,parent-teacher interaction is also crucial to the child's physical and mental development and personality formation.However,in the process of actual communication,there are often many inharmonious phenomena between them,which poses a huge challenge to the construction of a collaboratively developed educational community.Therefore,facing and preventing parent-teacher communication conflicts have become an urgent problem in the modern era.This research is mainly based on the theory of communicative behavior,the theory of overlapping influence domain,and the theory of social conflict.630 parents and 324 teachers in 3 counties and 4 township primary schools in L city were selected as the survey objects.Through questionnaires and interviews,the status quo of conflict awareness,manifestations,performance levels,handling methods,causes and impacts are investigated.Based on this,the conflict sample in the survey is the main analysis object,summarizing the characteristics of the parent-teacher communication conflict in terms of communication environment,communication concept,communication method,communication timing,communication attitude,and communication content.And analyze the causes of the characteristics,then put forward countermeasures and suggestions to prevent and solve the conflict between the small parent-teacher interaction.Through a comparative analysis of elementary school parents and teachers,it is found that the conflict between primary parent-teacher communication shows the following characteristics: parents and teachers have deviations in the cognition of parent-teacher communication conflicts,tend to have negative conflict values;the environment of parent-teacher communication conflicts is publicized,and conflicts often occur in noisy,less well-protected public places;the imbalance of subject status in parent-teacher communication conflicts;parent-teacher conflicts are mainly based on the way of communication in the network media;the perfunctory attitude of the two sides in the parent-teacher communication conflict;the unidirectional selection of timing in the parent-teacher communication conflict;the diversified content of parent-teacher communication conflicts.It is mainly related to the division and attribution of educational responsibilities,teachers' teaching and educational behavior,and the distribution of learning resources.In view of the above characteristics,this study mainly attempts to make suggestions from the following seven aspects: transform conflict cognition,establish conflict prevention and management mechanisms;pay attention to the role of the communication environment,create a good environmental atmosphere;choose appropriate communication methods,improve communication skills;establish an equal relationship of communication and sincere dialogue;seize the timing of communication,understand each other;change educational concepts,improve educational literacy,and reach a consensus on education;provide external support to promote effective parent-teacher interactions.So as to reduce the occurrence of conflicts,and build a good parent-teacher relationship.