Font Size: a A A

A Comparative Study On The Development Of Home-School Cooperation Between China And America

Posted on:2018-02-07Degree:MasterType:Thesis
Country:ChinaCandidate:J XiaFull Text:PDF
GTID:2347330518954409Subject:History of education
Abstract/Summary:PDF Full Text Request
With the development of society,great changes have taken place in schools and families.It is difficult to complete the development of basic education by the power of school or family alone..Only family and school work together can ensure the smooth progress of Education.Home-school cooperation has attracted much attention since World War II in the United States,,and has become a hot spot of American basic education reform by the middle of 1960 s.Recently,the development of home-school cooperation has become mature,and the system,form and content are becoming more and more perfect in the United States.In China,With the change of society,the renewal of educational ideas and the deepening of school education reform,Home-school cooperation has received extensive attention from the educational community,and has changed greatly since 1980 s in China.But compared with the United States,there are still many shortcomings in our home-school cooperation.In order to improve the development of home-school cooperation among the basic educators in China,The article has comprehensively reviewed the development process of home-school cooperation between China and the United States from a historical point of view,and has compared the differences in the development of home-school cooperation between the two countries,and then hasPut forward some suggestions to improve China's home-school cooperation.This article mainly includes five parts,the first part is the introduction,including the research background,the defines of concept,the research review about home-school cooperation in the domestic and foreign,the methods and contents,and the innovation points and difficulties of the research.The second part of the development for the home-school cooperation,divided into the embryonic period(1850s-early 1960s),development period(mid 1960 s andlate 70s)and maturity(since 1980s)The third part is the development process of China's home-school cooperation,which is divided into the germination period(early twentieth Century-the end of 40s),the initial stage(early 1950s-the end of 70s)and the development period(since1980s).The fourth part is the comparison of home-school cooperation between China and the United States,mainly including two aspects.First,it compares the differences between China and America in the cooperation between schools and schools,and two,analyzes the causes of the differencesFirst,differences in the development of Sino US cooperation in home and school,this article mainly from the system level and practice level were compared.The differences in system level are as follows:(1)different provisions on the rights and obligations,parents' participation in school;(2)on the implementation of the policy and operation of different differences in practice;the main performance is:(1)different organization form.The Parent Teacher Association of America was formed to place the organization system from the whole country to the state,with the complete rules and regulations,compared with the United States,China's parent committee in a system,scattered strength,the organization is not perfect.(2)differences in content of cooperation.There are many contents and forms in American home-school cooperation,but the content of our home-school cooperation is simple and the form is unitary.Secondly,in the analysis of the causes of the differences,the main four factors are as follows:(1)historical and cultural factors;(2)school management system factors;(3)teacher quality factors;(4)family factors.The fifth part is the home-school cooperation experience and Enlightenment to China,mainly include:(1)improve the national policies and regulations,protection of the rights and obligations of parents' participation;(2)improve the home-schoolorganization,support parents' participation;(3)clear responsibilities of the parties to ensure the school,home-school cooperation smoothly;(4)to establish awareness of parents' participation,promote the active participation of parents.
Keywords/Search Tags:China, the United States, home-school cooperation, development process, comparative study
PDF Full Text Request
Related items