Research On The Current Situation Of Parent-child Relationship Among Middle And High Grade Primary School Students Under The "double Reduction" Polic

Parent-child relationship is one of the social relationships that children first contact since birth,and plays an important role in children’s physical and mental development and the cultivation of good character.Healthy parent-child relationships can help children form correct values,possess stable emotions,good character,and a correct outlook on success,while poor parent-child relationships can lead to cognitive biases and deformities in children.The primary school stage is at a critical stage in the formation of children’s cognitive concepts and character,and the impact of parent-child relationships on them will be more evident than at other stages.In addition,the introduction of the "double reduction" policy has had a significant impact on children’s extracurricular life and activities,resulting in different changes in parent-child relationships among some students.Therefore,this article will explore the current situation of the parent-child relationship of primary school students under the "double reduction" policy,study the impact of the "double reduction" policy on the parent-child relationship of middle and senior grade children in primary schools,and provide countermeasures for actively improving the parent-child relationship.This article is divided into four parts.The first part is an introduction,which describes the purpose,significance,research status,theoretical basis,and core concepts of the question.From previous studies,it can be seen that there has been sufficient research on parent-child relationships,both in terms of parents’ participation in children’s education and the type of interpersonal interaction of their children,which have implications for children’s academic achievement,cognitive ability,and social development.However,under the "double reduction" policy,the study of parent-child relationships among students still does not exist.Therefore,the innovation of this article is to study the current situation of parent-child relationships among primary school students under the "double reduction" policy,To make up for the shortcomings of current research on parent-child relations and provide reference opinions for families and schools to improve parent-child relations.The second part is to investigate the changes in primary school students’ living conditions and the status quo of parent-child relations under the "double reduction" policy.Therefore,183 people from grades 4,5,and 6 were selected as the survey objects in XX Primary School of XX City,Hebei Province.The reason why students in grades 4,5,and 6 were selected was because they already had a certain understanding ability and the "double reduction" policy had a relatively significant impact on them,so they were selected as the subject of the survey.This article uses a self-compiled questionnaire "Investigation on the Changes in the Living Conditions of Primary School Students under the" Double Reduction "Policy" and the "Parent-Child Relationship Diagnostic Test"(PCRT)scale by Zhou Bucheng of East China Normal University to conduct the survey.The purpose of the self-compiled questionnaire "Investigation on the Changes in the Living Conditions of Primary School Students under the" Double Reduction "Policy" is to explore the changes in various aspects of primary school students’ lives and the status quo of their relationship with their parents under the "Double Reduction" policy.It is specifically divided into the following categories: the situation of primary school students’ life in participating in extracurricular classes before and after the implementation of the "Double Reduction" policy,the parents’ learning goals and their learning pressure on themselves,the interpersonal communication with their parents,and the changes in specific chat content.Through research,it is found that 13.7% of students under "double reduction" still participate in extracurricular remedial classes,5.5% of students believe that the goals set by their parents can never be achieved,8.1% of students have problems with interpersonal communication with their parents,33.3% of students believe that the main topic of communication between their parents and themselves is close to their learning life,and in terms of learning life,36.1% of parents tend to chat with children about content beyond learning.The Parent-Child Relationship Diagnostic Test(PCRT)is a scale to investigate the overall status of parent-child relationships among primary school students after "double reduction",as well as the differences in gender,whether they are single child,changes in learning pressure,and parent-child relationships among different grade dimensions.Conclusion:(1)On the whole,primary school students’ parent-child relationships perform well in negative,positive,and strict types,with mild problems in the dimensions of expectation,blind obedience,contradiction,interference,and inconsistency,but serious problems in the dimensions of anxiety and indulgence.(2)Compared to only children,parents of non-only children have more prominent problems with strict,expectant,and interfering parenting styles for their children,but only child parents have more obvious problems with doting parent-child relationships.(3)Compared with the grouping of learning pressure groups,students with increased learning pressure have more prominent problems in blindly following and uneasy parenting styles.The third part is to analyze the causes and propose countermeasures for the problems found in the above research status.This article believes that the reasons for some primary school students’ parents’ increased goals for their children’s academic requirements,increased learning pressure,and more problems in anxious and coddled parent-child relationships after the current "double reduction" include:(1)The implementation of the "double reduction" policy and the reform of higher education have led to an increase in anxiety among some parents.(2)After the implementation of the "double reduction" policy,parents’ educational concepts and behaviors did not change in a timely manner.(3)There are deficiencies in the communication and guidance provided by schools to parents after the "double reduction".In response to the problems in primary school students’ family living conditions and the establishment of parent-child relationships,this article attempts to propose the following countermeasures:(1)The education department should continue to optimize the implementation of the "double reduction" policy.(2)Parents should update their understanding of parent-child relationships and improve their outlook on talent development.(3)Parents actively communicate with their children and establish good parent-child relationships.(4)The school strengthens home school communication and helps to mediate parent-child conflicts.