Research On The Status And Relationship Of Home-school Cooperation In Peizhi School

Family and school are two important places for students to grow and develop.The combination of education and education can provide the best support for the future development of students.In recent years,the state has continuously increased its support for special education.From the emphasis on the admission of special children to the emphasis on the quality of special education,this requirement calls for special children's families to cooperate well with schools.For children with intellectual disabilities,due to their lack of ability in life skills,parents and teachers can help them improve their self-care ability and enhance their social integration.At present,the cooperation activities of home-schools in special education schools are more and more valued by parents and teachers.However,the research on the cooperation between schools and schools in intellectual schools still stays at the stage of description of the status quo,lacking in-depth discussion on the relationship between subjects in the process of cooperation.The relationship with schools,parents and teachers is not yet clear.This study takes a special education school Q in Xi'an as a case,with the management staff,teachers and parents of the school as the object,using interviews and observations to address the current situation and problems of the school's home-school cooperation,and the impact of home-school cooperation.Factors,the relationship between parents and teachers are studied,and we try to find ways to improve and enhance the effectiveness of home-school cooperation on the basis of understanding the current situation of the home-school cooperation and the relationship between the various subjects.The study found that Q school's managers maintained a positive attitude toward home-school cooperation,but the current school-school cooperation work did not achieve the expected results,the main obstacles came from parents.Most parents and teachers in Q school have a positive attitude towards home-school cooperation and can recognize the importance of home-school cooperation.However,in the process of practice,due to problems of parents' own ability and school management system,home-school cooperation did not reach the ideal state,showing the school-school cooperation model with the schooled and passive participation of parents.In the process of home-school interaction,both parents and teachers of Q School have a power relationship of dominance and checks and balances.On the one hand,teachers have the expertise and skills to dominate the content and direction of cooperation,and parents play the role of being dominated.On the other hand,due to the parents' awareness of their rights to participate in school education,they began to challenge the authority of teachers and strive to adhere to their own educational concepts in the education process of their children.Therefore,they often work with teachers on the education of children.Based on this,to improve the status quo of cooperation between intellectual school and family,it is necessary for the school to carry out reforms at the institutional level,to provide more support and guarantee for teachers,to enhance parents' participation ability,and to promote mutual understanding and improvement between teachers and parents' home-school relationship.