Research On The Problems And Countermeasures Of The Cooperation Between Primary School And School In The Urban-rural Fringe Zone

Children’s growth is closely connected with the family and school.School education and family education are essential for children’s growth.It is very important for schools and parents to form a relationship of mutual trust and harmonious progress.If this relationship can develop healthily,it will strongly promote the development and growth of students.Home-school cooperation is an important way to connect schools and families.Therefore,it is of great practical significance to establish a good home-school cooperation relationship.More and more schools regard home-school cooperation as an important task of the school,and they have made unremitting efforts and achieved good results.But there are also large regional differences.Home-school cooperation in urban schools is carried out earlier and at a higher level.Rural and urban-rural areas start late and have a relatively low level.There are some problems that need to be improved in both parents and schools.This paper focuses on the urban-rural fringe,takes a primary school in the urban-rural fringe as a sample,through investigation and research,reveals the problems and causes of home-school cooperation in the primary school in the urban-rural fringe,and puts forward the corresponding strategies in line with the characteristics of the urban-rural fringe.The main contents of this study are composed of five parts:The first part is introduction.From the importance of home-school cooperation and the poor effect of home-school cooperation in the urban-rural fringe,this paper expounds the reasons for choosing the topic.This paper analyses the current situation of home-school cooperation at home and abroad from the aspects of the mode and type of home-school cooperation,the function and role of home-school cooperation,the influencing factors and Strategies of home-school cooperation,puts forward the objectives and ideas of this study,and states the main methods adopted in this study.The second part is an overview of the cooperation between primary schools and schools in the urban-rural fringe.This paper defines the two core concepts of home-school cooperation and the urban-rural fringe,elaborates the significance of home-school cooperation,and makes a multi-dimensional analysis of the types of home-school cooperation from three aspects: the purpose of home-school cooperation,the level of parents’ participation and the content of home-schoolcooperation,so as to lay a theoretical foundation for the follow-up investigation and research.The third part,the status quo of primary school-home cooperation in urban-rural fringe.This paper introduces the general situation of sample schools and their home-school cooperation,explains the design and implementation process of the survey,and reveals the problems existing in the sample school’s home-school cooperation through the analysis of survey data,such as one-sided cooperation purpose,narrow cooperation content,abnormal cooperation activities,slack cooperation subjects,frequent conflicts between home and school,etc.The fourth part is the analysis of the causes of the cooperation between primary schools and schools in the urban-rural fringe.The research finds that there are many reasons for the problems of home-school cooperation in sample schools,such as parents’ relatively low cultural literacy,parents’ weak sense of cooperation,the imperfect system of home-school cooperation,parents’ lack of time to take into account children’s learning,and so on.The fifth part is the Countermeasures of the cooperation between primary schools and schools in the urban-rural fringe.From the aspects of school,teacher and parents,this paper puts forward some pertinent suggestions: establishing and perfecting family-school cooperation organizations;establishing correct educational concepts for parents to provide a good family environment for children;changing concepts for teachers to properly put forward cooperative requirements for parents;and strengthening the sense of cooperation and execution between schools and parents.