A Study On The Strategy Of Home-School Cooperation In Primary Schools Under The Background Of Double Reduction

After the policy of "Double reduction",the education in our country is also taking on a new form,which has greatly promoted the change of schools from exam-oriented education to quality education.It is clearly pointed out in the Report of the 20 th National Congress of the Communist Party of China that we should construct “the education mechanism of school family and society ".It can be seen that the current education is not only the responsibility of parents and schools,but to build a complete education mechanism of home-school cooperation,so as to promote the all-round development of students.Compared with the academic pressure of middle and high school,parents and teachers in primary school should be more careful to promote the comprehensive development of children,and it is also the first stage for children to enter the stage of compulsory education and start learning.Therefore,primary school has more obligations and responsibilities to carry out good home-school cooperation,to lay the foundation for children’s future development.This study chooses J Primary School,Jinniu District,in Chengdu as the investigation object,based on overlapping domains of influence theory and "systemecology" theory,from the perspective of education to explore the problem of homeschool cooperation.The study found that the school’s home-school cooperation is outstanding in democracy,and the parents of the school can participate in the school’s decision-making through family committee and voting.However,under the influence of the epidemic environment and after the introduction of the "double reduction" policy,the following aspects need to be improved: firstly,parents with low education have insufficient understanding of home-school cooperation;secondly,the school’s effective home-school cooperation frequency is low;thirdly,the depth of home-school cooperation is not enough;fourthly,the educational views of the two sides of homeschool cooperation conflict after the “Double reduction”policy;fifthly,after the Double reduction,the home-school cooperation of the school is not fair.Therefore,according to the above deficiencies,from the level of parents,teachers and schools,the author finds that: first of all,parents’ incorrect view of talent and view of children that ignore individual differences lead to parents,parents’ educational level limits parents’ cognitive ability,parents do not agree with teachers’ educational concept,which to some extent leads to the conflict between parents and teachers’ educational concept;secondly,teachers’ emphasis on home-school cooperation and their competence in home-school cooperation lead to low frequency of home-school cooperation and insufficient depth of home-school cooperation;thirdly,due to the lack of consistency and normality of homeschool cooperation,the home-school cooperation is not fair to some extent and the school lacks a comprehensive evaluation system,so teachers and parents can pay more attention to home-school cooperation.Based on the above reasons,the following strategies are proposed: firstly,the school establishes a parent school to enrich parents’ educational quality and improve their educational outlook;secondly,the school should establish a clear and firm toplevel design of home-school cooperation,such as replacing home-school contact book through the network platform to achieve normal communication,linking the effectiveness of home-school work with teacher performance,emphasizing the improvement of teachers’ competence in home-school cooperation,carrying out diversified home-school activities to deepen the content of home-school cooperation,and improving the structure of home-school cooperation.;thirdly,establish a multi-party linkage mechanism to improve the allocation of home-school cooperation resources.fourthly,create a fair and mutual trust home-school cooperation atmosphere to promote the inclusive nature of home-school cooperation.