A Study On The Identification Of The Extracurricular Cultural Tutoring Of Primary School Students

In recent years,the phenomenon of primary school students participating in extra-curricular cultural tutoring has been very common,and the phenomenon of extra-curricular cultural tutoring is heating up,spreading from senior primary school students to junior primary school students,and more and more junior primary school students are constantly participating in extra-curricular cultural tutoring.This has attracted wide attention from all walks of life and become an unavoidable topic for many parents and students.As a special educational phenomenon,family,school and society have very complex emotions towards extra-curricular cultural tutoring.As important participants in students’ learning,parents,school teachers and school administrators should pay attention to how they view the participation of junior students in extracurricular tutoring.This study attempts to investigate parents’ identification of students’ participation in extra-curricular cultural tutoring,compare the differences in their identification,and interview students,schools and teachers to understand their views and identification of extra-curricular cultural tutoring,so as to help parents better understand and rationally treat extra-curricular cultural tutoring.On the basis of the previous research results,the researcher has developed a scale of identity which is composed of cognitive identity,emotional identity and behavioral identity.A questionnaire survey was conducted among the parents of the first,second and third grade students in a primary school in Wuhan.Through descriptive statistical analysis of the samples,the attitude of parents to participate in extracurricular cultural tutoring was understood.Then,it analyzes the differences and correlation between parents of different grades,different educational background and different occupations.At the same time,the way of interview was used to interview the parents,primary school teachers and school teaching managers randomly,to understand their views and recognition of the extracurricular cultural tutoring in the lower grades.Based on the cognitive identity,affective identity and behavioral identity,the researcher developed an identity scale suitable for this study based on the previous research conclusions.A questionnaire survey was conducted among parents of students in grade 1,grade 2 and grade 3 of a primary school in wuhan city.Through descriptive statistical analysis of the sample,the attitudes of parents towards extracurricular cultural tutoring were understood.Then,the difference and correlation analysis of the recognition degree between parents of students of different grades,different educational backgrounds and different occupations were carried out.At thesame time,students’ parents,primary school teachers and school teaching administrators were randomly interviewed by means of interviews to understand their views and recognition of extracurricular culture tutoring in lower grades.Through data sorting and analysis,it can be found that :(1)the scale of "recognition of extracurricular culture tutoring for junior students" compiled by the researcher has high reliability and validity,indicating that this scale can be used as a tool to measure parents’ recognition of junior students’ participation in extracurricular culture tutoring;(2)parents have a positive attitude towards the cognitive identity,emotional identity and behavioral identity of the extracurricular cultural tutoring of junior students;(3)parents of students of different grades and occupations have no significant difference in their recognition of extracurricular cultural tutoring for junior students.Parents with different educational backgrounds have significant difference in their recognition of extracurricular cultural tutoring for junior students.Parents with higher educational background have higher recognition.(4)there is no correlation between parents of different occupations and the degree of recognition,while parents of different grades and educational backgrounds have a significant positive correlation with the degree of recognition of extracurricular culture tutoring in lower grades.(5)school administrators and teachers have slightly different opinions on the participation of junior students in extra-curricular cultural tutoring,but they do not intervene in the participation of students in extra-curricular cultural tutoring.The researcher started from the elementary school students in the lower grades,conducted a survey and interview with parents,and made an understanding of the recognition degree of students and teachers on extracurricular culture tutoring,and analyzed the reasons and put forward relevant Suggestions,hoping to help parents in dealing with extracurricular culture tutoring.