Traditional home-school cooperation has many disadvantages.
(1) is arbitrary and ill-planned. The activity plan of home-school cooperation is the basic guarantee to realize the purpose of home-school cooperation. A systematic, thorough, scientific and concrete activity plan is not only a guide to the activity, but also can promote the smooth progress of the activity. However, even if activities are carried out, there is often a lack of activity records, summaries and special studies. Because the purpose is not strong, the preparation is not sufficient, and the organization is not in place, the effect received is bound to be minimal. Such home-school activities will dampen the enthusiasm of teachers and parents for school cooperation.
(2) single form, lack of effectiveness. Over the years, the mode of home-school cooperation has been almost monopolized by "parent-teacher conferences". The basic model of "parent-teacher conference" is also very fixed. First, the headmaster said that teaching parents how to educate their children is mostly a grand truth. There are often very few parents who listen carefully to the class, and then the class teacher speaks, mainly introducing the basic situation of the class and guiding parents how to help their children learn. In the whole parent-teacher conference, parents are only passive "recipients" and have no chance to speak. In other cases, ask an education expert to give a report to parents, even if the task is completed. These two forms of cooperation are only one-way transmission from teachers or experts to parents, and do not constitute two-way communication between them. Such home-school cooperation will not be effective. Over time, parents naturally lose interest. School belongs to school. What used to be done at home is still being done now. Home-school cooperation can never enter the same starting line.
(3) criticize each other more and cooperate less. Some teachers think that parents' participation in school affairs is just "finding fault with their work", specifically to find fault. At the same time, parents are blamed for students' problems, and "tutoring" is not good. Parent-teacher conferences and home visits are regarded as good opportunities to "complain" to parents. Parents also blame the school for their children's performance and behavior problems. They think that the teachers are not strict enough and the school spirit is not good. With such barriers, it is of course difficult for both sides to cooperate and communicate.
Second, the new curriculum reform calls for harmonious cooperation between home and school.
The implementation of the new curriculum urgently needs parents and schools to form a synchronous cooperative relationship. Suhomlinski, an educator in the former Soviet Union, once said, "Only under such conditions can children achieve harmonious and all-round development, that is, two' educators'-school and family-should not only act in concert, but also make the same demands on children, have the same interests, hold the same beliefs, always proceed from the same principles, and there should be no difference in the purpose, process or means of education." In this essay, the words "consistent", "identical" and "like-minded" appear many times, aiming at emphasizing the importance of forming synchronous education at home and school.
The implementation of the new curriculum has brought brand-new changes to education, which are different from traditional education in terms of concepts, teaching methods, homework design and evaluation methods. Our parents' understanding of education is only based on their impressions when they first went to school, and only a few will pay attention to some reports on education reform in some media. If the implementation of the new curriculum is not supported and cooperated by parents, it will be difficult. For example, the new curriculum attaches importance to the cultivation of students' comprehensive ability, and should focus on reversing the phenomenon of emphasizing knowledge infusion in the past. Therefore, the design of teachers' homework has changed a lot compared with the past, with less mechanical repetitive exercises and more practical homework that focuses on ability training. However, many parents often give their children extra homework of copying 10 and 20 times. Sometimes, it is the teacher who gives too little homework. It is best to let children sleep from home, thinking that they can learn well. Teachers who let students find answers from life think that they are "doing nothing" and do not take support and cooperation. For another example, for the evaluation of children, parents are concerned about "achieving heroes." It's useless to "turn a blind eye" or think that teachers are sure of other advantages, only good grades are the most capable ... and so on, everywhere. Faced with this phenomenon, schools must actively explore effective ways of home-school cooperation in line with their good wishes of laying a good foundation for students' "lifelong development".
(A) encourage parents to take the initiative to pay attention to school research.
Suppose you are the parent of a student. When you step into your child's school, can you feel the potential atmosphere of the school? Are you welcome to participate or keep you away? Every school has a different atmosphere, which is formed under the influence of school administrators and reflects the cooperative attitude of each faculty member and parents. Obviously, the atmosphere of the school largely determines whether parents are willing to take the initiative to pay attention to the school.
So, how can parents feel welcome? There are two main factors to create a cooperative atmosphere: first, the positive attitude of school staff, that is, parents have been accepted as partners everywhere; Second, we can really let parents participate in cooperative activities in school affairs. The former is the basis of the latter.
For the first factor, Teacher Hui Liang mainly took the following measures:
1 Understand teachers' attitude towards home-school cooperation through questionnaires and take corresponding countermeasures. In order to eliminate all internal obstacles that are not conducive to home-school cooperation and establish a good atmosphere of home-school cooperation. His questionnaire is:
As a teacher, do you think parents bring more trouble than help?
Parents felt nervous when they walked into our classroom.
Willing to work independently.
(4) regard parents as an important educational force.
5] Think that poor students are not cared about by their parents.
[6] People think that parents spoil their children too much.
I used to think that parents didn't care about their children's grades.
Keep a certain distance from your parents, the effect will be better.
Think that children's untidy clothes are a sign of parents' lack of responsibility. 1
⑽ think that close cooperation with parents is conducive to the healthy growth of students.
I felt very relaxed when all my parents left.
⑿ I always look forward to a parent-teacher conference.
[13] I feel that my parents have given up their responsibilities as parents.
[14] likes to cooperate with parents.
The questionnaire is anonymous, so that the teacher can reveal his true thoughts. Through the statistical analysis of the questionnaire, it is found that a considerable number of teachers are worried about home-school cooperation. Subsequently, they collected the problems caused by parents' uncooperative in the process of education and teaching. The teachers mentioned basically the same thing: for example, finishing homework on time; Prepare school supplies; Participate in school collective activities ... In view of these problems, combined with the first questionnaire survey, Teacher Hui Liang organized a special discussion on the advantages and disadvantages of home-school cooperation. Although we can't change everyone's point of view at once, at least we feel the importance of home-school cooperation.
At the same time, Mr. Hui Liang cooperated with the school to exchange successful cases of home-school cooperation among the teachers in the whole school, spoke with the facts around him, provided reference for other teachers, and vigorously publicized the high evaluation of teachers after parents participated in home-school cooperation activities, so that teachers could get parents' approval and eliminate the anxiety caused by parents' participation in school work. For example, last semester, after the parents' meeting of grade two was opened to the outside world, Teacher Hui Liang made a special report by using the school newspaper, and published the feedback from parents, so that the teachers who participated in the activity initially tasted the sense of accomplishment of cooperation.
Let parents feel the sincerity of the school to welcome parents to school through explicit means.
The first measure taken by Teacher Hui Liang was to "reinvent" the notice of the parents' meeting. Over the years, our parents have been used to receiving a notice from the parents' meeting of the school that "the parents' meeting will be held on a certain day and at a certain time, and parents are welcome ..." A notice is an order. Parents' feelings are the tasks that must be completed, and they have no initiative to choose. Teacher Hui Liang changed the "notice" in the form of official document into an "invitation letter" with warm content and illustrations, which fully reflected the respect for parents in language organization. "... if you can come, we feel very honored. If you can't spare the time, you can make an appointment with the class teacher again ... "These seemingly minor changes actually reflect a change in the school concept. Many teachers are worried that this will lead many parents to find various reasons not to attend. Facts have proved that this kind of worry is unnecessary, and many parents have a positive attitude towards this practice of the school and feel respected.
The second measure taken by Hui Liang is to provide good service for parents to visit or participate in school activities, so that they can feel the attention of the school. For parents to visit, invite them to a special reception room to provide parents with a good environment for communication with teachers. At the beginning of each semester, students should bring large-scale activities to their parents. Parents can choose to participate in one or several activities according to their own actual situation, so as to avoid leaving regrets for their children in some activities that parents really can't arrange for. Wait until one week before the event, send an invitation in advance to facilitate parents to arrange work.
As for the second factor, they mainly provide opportunities for parents to participate in school education and cultivate their sense of identity with the school.
(1) Hire parents volunteers to serve classes and children;
In foreign countries, it is very common for parents to participate in school education by volunteering at school. For parents, it is a way to participate in school activities and get to know the school. For the school, it not only provides good human resources for some management work, but also enhances the feelings between home and school.
At the first parent-teacher meeting of freshmen, Mr. Hui Liang made public the positions, requirements and number of volunteers needed, and parents recommended themselves to the class teacher according to their own conditions. Notify the parents themselves after screening. For example, schools often carry out some activities such as cleaning and hiking, and it is difficult for teachers to manage junior students. These jobs don't need much cultural and professional knowledge, but only patience and meticulousness. They will choose some full-time housewives with low education as volunteers.
Parents will actively participate when they see that they can make a difference for their children's interests. With the help of parents, it is good for both schools and parents to establish a home-school cooperative resource pool. Parents and volunteers can be collectors. For example, choose some children's songs and stories suitable for children of this age and provide them to teachers. Because students' practical ability is weak, the concept of the new curriculum also attaches great importance to cultivating children's exploration spirit. However, many parents are afraid that their children are in danger and that their children will tear down the good things at home, so many children's ideas are nipped in the bud. They mobilized parents and volunteers to collect some household garbage for students, such as rags, sawdust, plastic beverage cans and old toys. For children to make by hand, to satisfy some children's curiosity about disassembling things.
(2) Establish a class parent organization.
The establishment of "parent committees" and other organizations in the class can enhance parents' interest and sense of responsibility in participating in school education. After parents voluntarily sign up, the voting parents' committee can build a communication bridge between teachers and parents, help teachers plan class activities, and provide necessary help and support for classes, such as going out by car and visiting activity venues. At the same time, parents' wishes can be reflected to teachers, or some facts can be clarified instead of teachers. By participating in these tasks, they feel that the teacher really regards them as collaborators.
(3) the system of attending lectures by appointment
If parents are free and want to come to school to learn about their children's day's study, they can make a request at any time, as long as they make an appointment a few days in advance. You can decide to listen to a few classes or participate in activities all day according to your own wishes. For most parents, they are always used to attending classes at the invitation of the school. Being able to take the initiative to make an appointment for class needs to be based on active participation in school work. Many parents often have some concerns that doing so will leave a bad impression of not trusting teachers. So this job can be handed over to the parents' committee of the class and put forward by them. At the same time, do a good job in teachers' ideological work and eliminate their misunderstandings. This can make up for the regret that some parents can't attend an open day for parents in one semester, and let parents feel that their rights are respected. Through the whole day's participation, parents will have a more comprehensive understanding of their children, learn some effective educational methods from the teacher's teaching, feel the teacher's hard work and be more considerate of the teacher.
(4) Various parent-teacher conferences.
Compared with previous years, the form and number of parent-teacher conferences in our school have changed. The implementation of synchronous cooperation inevitably needs a platform for frequent communication, so that parents can talk about gains, put aside confusion and explore methods. Therefore, the parent-teacher conference cannot be held, and it is not entirely up to the school to decide. Parents should fill in their own questions in the training guidance. If teachers find that the problem is universal, they will send an invitation to parents for a "symposium". Parents who want to participate in the discussion can set a time and sit down together. The host is sometimes a class teacher and sometimes a parent. I remember another time they sent information to parents in the form of written materials, sorted out some effective methods for parents, and then fed back to parents for reference. The location of the parent-teacher conference can be at school, at students' homes, or go out to find a leisure place, such as a seaside park. Rich forms and relaxed atmosphere make parents speak freely, and many problems spark in the collision of views. For some parents with low educational level and introverted personality, two or three people are invited to participate in every discussion, and even if they don't participate in the discussion, they can benefit from other people's discussions.
(5) Guide the establishment of family support groups.
There are 60 students in each class, who come from different families. Some have high educational level, some parents are almost illiterate, some have rich families, and some have poor families. Some parents are busy, while others are idle. Some can guide learning, and some have time to take their children out for activities; Some can tell stories to children, and some can teach children to do crafts. If we can make use of the advantages of each family and realize the complementarity between family education, it will be very beneficial to the all-round development of children. It is an effective way for parents to establish support groups. They send each parent a form to know the basic situation of the family and the conditions of the other family and children, and match them. Such mutual assistance activities not only enrich children's lives, but also increase their sense of competition and cooperation.
Teacher Hui Liang's brand-new home-school cooperation model has been implemented for more than two years, which has achieved some initial results, but it is also accompanied by a lot of confusion. Therefore, we expect them to make continuous efforts on the road of seeking and exploring home-school cooperation! Create more brilliant achievements.