A Study On The Influence Of Parents’ Participation On Middle School Students’ English Achievements And Its Improvement Strategies

The English learning performance of middle school students is affected by many factors.Under the background that the country attaches great importance to family education,it is of great theoretical significance and practical value to study the strategies of improving middle school students’ English learning performance and explore the strategies of parents’ participation in improving middle school students’ English learning performance.This paper divides parents’ participation into family-based parents’ participation and school-based parents’ participation.On this basis,three dimensions of parents’ participation are defined as family supervision,family atmosphere and home-school communication.In this paper,202 junior high school students from A Middle School in Chongqing were surveyed by questionnaires,and 6 parents were randomly selected for in-depth interviews,to examine the relationship between the current involvement of middle school students’ parents and their English scores.The main conclusions of this study are as follows:(1)Parents’ participation in middle school students’ English learning level is above average,and 87.0% of the changes in English scores are caused by family supervision,family atmosphere and home-school communication.(2)The three dimensions of parents’ participation are correlated with middle school students’ English learning performance,but the degree of influence is different.The influence degree of three dimensions of parents’ participation on middle school students’ English learning performance: family atmosphere > home-school communication > family supervision.(3)There are significant differences in the English scores of students with different degrees of home-school communication.Therefore,teachers need to consider parents’ participation in English teaching,which is conducive to the improvement of children’s English scores to a certain extent.According to the research conclusion,this paper puts forward the corresponding countermeasures: to establish a scientific way of family supervision and encourage children to learn English independently;to create a good family English learning atmosphere and stimulate children’s interest in English learning;to strengthen the communication between home and school,and form a joint force to promote students’ English learning.