| Life changes and people’s ideas and educational expectation have brought great challenges to contemporary school education,especially to English education.With the gradual development of social needs,schools seem hard to meet the more and more advanced and complex education needs of the society.In order to promote whole-person education to students,family-school cooperation has become one of the effective ways to collect common effort and establish collaboration for education.Family and school cooperation not only provides an opportunity for in-depth development by prioritizing education environment and exploring potentiality of education resources,but also is a booster for the development of students’ physical and mental health.However,while there are achievements in family-school cooperative management,there are still difficulties and problems.And the theoretical basis and teaching practices need further exploration.Affordance theory proposed by Gibson(1979)claims that there is an interaction between humans(individuals)and the environment(the nature).There is potentiality of potential act in the affordance environment.Its existence is closely related to actors’ capability and understanding of the environment.That is to say,affordance is characterized not only by the environment but also by the individuals and emerges only when the two factors interact.Generally,we may put our focus on the affordance of language,the affordance of social culture and the affordance of situations.Although focal difference exists between these types of affordances,there are similarities.Classroom management can be considered as an environment created together by the child,the teacher and the parents,as compared with the traditional classroom management,which put emphasis on the interactive rule of the teacher and the student and the environment managed by the teacher.However,parents’ participation in English class management provides a possible route for affordable learning environment.Enlighted by the affordance theory and the theory of family-school cooperation,this paper explores the possibility of parents’ participation of English class management through classroom observation on an eighth grade class of a middle school in Changchun City.Afterwards a questionnaire and an interview were conducted to analyze the cooperation awareness,cooperation details,effect evaluation and the impact of parents’ access to classroom management,etc.Through the case analysis and the questionnaire data,it is found that parents’ participation in English class management has brought positive support to the students’ learning environment.However,there are three problems that need to be resolved.First,parents have limited time to participate in English class management.Secondly,some parents are not motivated to participate in this event.Thirdly,the execution seems hard to be effective.The author puts forward corresponding solutions and suggestions in response to the problems,which might provide reference for schools currently implementing the parental involvement and help explore the correct understanding of parents’ participation of class management. |
