Schools should spread the idea to parents: sharing life growth, accompanying children, accepting children and focusing on participation. If you don't participate in children's activities, you can't share your child's growth, and you can't really understand your child and walk into it. Therefore, we actively participate in various cooperation activities of the school, and share the happiness of life growth through acceptance and communication.

To this end, open the communication channels between home and school, exchange "information" to strengthen the understanding of children, and grasp the changes of children's thoughts and emotions realistically through teachers' home visits and parents' visits to classes and schools. Enter the first parent-teacher conference to learn about the school's rules, regulations and requirements on study and life, learn more about the school's practical plans in moral education, art, sports and society, and actively cooperate and support them. At home, according to the school's requirements for students' self-improvement management, urge and encourage children to participate in housework, parents should not do it for them, make arrangements for consolidating knowledge and observing nature on outings, and reach an ideological consensus at school.

Second, the cooperation between home and school forms an educational synergy.

Home-school cooperation has promoted the improvement of parents' quality and family education level, and updated parents' educational concepts. Through the training and learning opportunities provided by the school, parents are guided to raise children scientifically. By sharing excellent experiences with parents and peers and participating in student guidance, children can feel the warmth of coming to an arrogant family and form a sense of gratitude.

Home-school cooperation has improved the good quality of teachers and promoted the improvement of teaching efficiency. Home-school cooperation promotes the establishment of good partnership and the formation of harmonious teacher-student relationship, and provides conditions for teachers to teach students in accordance with their aptitude. Teachers who are trusted and cooperated by their parents have stronger confidence in interactive communication, learn knowledge from different professional and social backgrounds, share wisdom and promote their rapid growth.

Home-school cooperative education enriches the school's educational resources, and more parents participate in educational activities, which extends the space of curriculum and students' practice to the social work environment, promotes students' experience of professional roles and achievements, and promotes and perfects the modern school system.

Third, home-school cooperation innovation platform

1. Establish a parent committee. A sound parent committee system sets clear work requirements and directions for the family committee. The work charter of the Family Committee makes the management of the Family Committee scientific and standardized. After the birth of the first Family Committee, members of the Family Committee were sworn in, built a bridge between the school and the family with the concept of "committed to communication and cooperation services", and participated in the organization and planning of every off-campus practical activity.

2. Participate in children's classes. Parents can experience their children's classroom, enter the new curriculum, enter the new educational concept of teachers, participate in the school's development planning, education and teaching, and understand and support the school's work. Let parents know more about the direction of education reform, care about school education and national education, firmly believe that children's education is the best education, and trust children's trust in schools and teachers.

3. Cooperative parent-teacher conference. Parents should be open and interactive, and all parents should attend at least two parent-teacher conferences every semester to build a bridge of communication under the premise of interaction. Through the parents' meeting for freshmen, the feedback meeting after January, and the interactive parents' meeting at the end of the semester, the characteristics of each child are constantly clarified in the interactive communication and feedback, helping parents and teachers understand how to take effective guidance. For example, through questionnaire survey, we can find out what puzzles exist in family education and find out the problems that parents are most concerned about. Find out the most urgent problems and carry out special parent training. Scene simulation allows parents to imitate their children's answers, find out their difficulties, find out the gap between themselves and their children, and let parents calm down and stand on the same line with their children to grow and progress together. Let the cooperative relationship between parents and teachers, parents and children, parents and education happen, and let development become the driving force of each other.

4. Related home visits. Home visit is a favorable booster for home-school education, which is conducive to improving the personal quality of visitors and interviewees and embodies an important opportunity for education to provide quality services. Through school representatives and class teachers, we will strengthen the grasp of the educational stories behind students, provide personalized services for students, and improve the effectiveness and pertinence of education. Committed to building an unharmonious society. For example, there is a single-parent child in our school. His father is drunk and lazy, and the children don't take time off from school like his father. The teacher in charge of the class invited parents to the school for an exclusive interview, and formed a love group to investigate the students' families on the spot, and cooperated with the community neighborhood Committee to pay attention to the students and their families and did a lot of work, which achieved very good results. There is also a left-behind child whose parents are divorced and have not been masked for more than ten years. The child is fragile and timid, with psychotic gastrointestinal spasm and suicidal behavior. Such children often visit with the family head teacher and psychological counseling team, send books and small gifts to the children, chat with them, and make him feel warm and caring.