Research On The Characteristics Construction Of Primary And Secondary Schools From The Perspective Of Parents

The emergence and development of school characteristics is an amendment for the question of "all schools are the same" in the historical development of education.It is also a response to the expectation of differential,diversified,individualized education in the information age’s.Under the background of educational development with quality and equity becoming an important strategic task in China’s educational reformation and development,school characteristics becomes the exploring path of ascension and promotion schools’ quality.This research adopts qualitative research methods,with the context of educational development with quality and equity and the background of the creation and implementation of school characteristics,taking the parents of students in the school as the research objects,taking the theory of high-quality and equilibrium in education and the theory of parental involvement as a guide,studies 22 students’ parents in the public and private schools within the administrative areas of Shanghai.Through the in-depth interviews and raw data encoding,this study analyzes parents’ cognition of school characteristics,and the motivation and affecting factors when parents of students were in the process of characteristic resources selection are classified.Then,the study analyzes the roles of parents in the school characteristics participation,it also responds to the actions and influences of school characteristic construction on "the equity and quality education" at the same time.The research shows that in the new era of educational reformation and development,students’ parents’ educational ideas and expectations are also changing,and the construction of school characteristics is meaningful.For school characteristics’ courses and activities which are out of students’ academic performance,parents of students not only recognize that school characteristics can help with students’ ability cultivation and future development,but also question the adequacy and professionalism of school characteristics.Research shows that parents’ perspectives and actions on school characteristics are differentiated.Parents’ attitudes towards school characteristics are affected by the natures of schools.In different levels,different systems and different grades,parents hold diversity understanding of school characteristics,Whether the programs of school characteristics are eloquent,whether they may participate in them or not,and whether they are active about school characteristics or not.School characteristics construction creates platforms for parents involvement.According to the degree of parents’ contribution to the school characteristics’ resources and the intensity of subjective consciousness when participating in the behavior,parents usually play as school characteristics’ "customers","collaborators" and "constructers".From front to back the degree of participation that the parents taking is increasing gradually,and the professionalism of the requirements for parents are increasing gradually,and the initiative of parents is also increasing gradually.Through the involvement of parents,the establishment and implementation of school characteristics may obtain more resources other than the financial support from the state and the school itself,which can expand the beneficial range of characteristics education and improve the quality and effect of characteristics education.The study shows that school characteristics and high-quality and balanced educational development are interaction.High-quality and equilibrium is the strategic background of the construction of school characteristics,and the development of school characteristics provide an opportunity for the high-quality and balanced educational development.But at the same time the school characteristics’ attraction of directing the allocation of resources between region and intercollegiate is limited,and school characteristics’ attraction and hierarchical for high quality students and their excellent parents resources not only difficult to compensate the intercollegiate differences in the quality of teaching,but may be in another side of expanding the disequilibrium situation between intercollegiate education.The development of school characteristics and the expansion of high-quality and balanced education still need the guidance of relevant policies,and more depth collaborative actions between schools and students’ parents are required.