Research On Parent Participation In English Teaching In Primary Schools ——Taking C Primary School In Lianyungang City As An Example

With the continuous improvement of people’s consciousness and lifestyle,the expectations for education have also increased to a certain extent.However,in this changing social demand,today’s society also poses more arduous challenges to elementary English basic education.Schools It also seems to be increasingly unable to meet this higher-level demand from society.In order to promote the comprehensive development of students,parents,schools and other parties should establish a good cooperative relationship,integrate forces,and make concerted efforts to form a strong educational synergy.Parental participation in English teaching in primary schools contributes to the reform of English teaching practice and makes home-school education more closely linked.Schools no longer play an important role as an independent individual,but form a complex.The synergy between the two parties is conducive to creating A good educational environment,exploring various high-quality teaching resources for parents to improve the level of English learning.Therefore,it is necessary to conduct in-depth research and analysis on the theory and practice of parents’ participation in school English teaching.This study firstly collects data,reads and sorts out relevant research literature,and grasps the current research status of parent participation in primary school English teaching.On this basis,taking C Primary School in Lianyungang City as the research object,parents of grades 3-6 and English teachers of the school were selected to conduct questionnaires and interviews on the status quo of parent participation in English teaching.The main contents of the survey are parents’ understanding of the importance of English teaching,parents’understanding of the role of participating in primary school English teaching,and the main ways and means of parents’ participation in primary school English teaching.A series of problems,such as some parents are not clear about their responsibilities for participating in English teaching,the content of most parents’ participation is more inclined to the supervision of extracurricular homework,parents actively participate in school English classroom teaching activities less,and many parents are involved in English teaching.negative effects,etc.In response to the above series of problems,the reason is analyzed that the school lacks a special guarantee system and lacks normative guidance for parents to participate in subject teaching;secondly,some of the teachers do not use parents as a resource to improve teaching;in addition,parents themselves have a variety of ways to participate in English teaching Difficulties,such as limited English proficiency,etc.In this regard,schools should fully improve the system for parents to participate in subject teaching activities,and enhance the awareness and ability of English teachers to use parents’ resources to improve teaching;Parents participate in a combination of various methods;finally,based on the "double reduction" policy,parents are guided to reasonably participate in their children’s extracurricular English learning.