Research On The Differences Of Primary School Pupils’ Parents’ Views On Homework

As an "organic part of teaching work",homework is not only an important means for students to achieve a full life,but at the same time how their effectiveness is exerted also directly affects the achievement of established teaching goals.The traditional view of homework is based on the teacher’s perspective,mainly taking homework as a derivative outside the classroom,and an important tool for students to consolidate classroom knowledge and skills.However,as new courses and quality education continue to deepen reforms,the "burden reduction" project continues to advance.new teaching and learning concepts are updated and iterated,and the accompanying homework concepts should also keep pace with the times and make timely changes and adjustment.However,the homework research has failed to attract enough attention from academic scholars and frontline education participants,teachers and parents,especially the parent group.As an important participant in the education system,what is their view of homework?Are there differences in the homework outlook of parents in different social classes,and what are the differences?What are the influencing factors behind the difference?How to help parents establish a scientific and reasonable concept of homework?Before investigating and analyzing parents’ view of homework,it is necessary to demonstrate the necessity and possibility of parents’ view of homework.Based on the perspectives of parents,students.and schools,it demonstrates the necessity of parent homework concept analysis;and demonstrates the possibility of establishing parent homework concept from the current home-school co-education and education system policy formulation.Through questionnaire surveys with 200 elementary school students’parents and interviews with 20 parents from different classes,the survey found that:(1)In terms of the purpose and value of homework,the upper-class parents have a more comprehensive and scientific understanding than the middle-class and lower-class parents;(2)In terms of the amount of homework,upper-level parents think that there are too many homework,while middle-level parents and lower-level parents think that there are too few homework,and it is common for middle-level parents to assign extra homework to their children;(3)In terms of homework content,upper-level parents prefer daily life and homework designed by teachers,while middle-level and lower-level parents prefer homework in textbooks;(4)In terms of homework types,upper-level parents support and encourage teachers to assign oral and work assignments,but middle-level parents against activities,parent-child and inquiry assignments,parents and lower-level parents prefer to listen to the teacher’s arrangements;(5)In terms of homework correction and feedback,parents at the upper,middle and lower levels believe that the teacher should make all corrections.And from this analysis,it is concluded that the parents of different classes present different overall characteristics:the upper-class parents have a rational and reflective view of homework;the middle-class parents have an excessive and utilitarian view of homework;the lower-level parents have a laissez-faire and authoritarian view of homework.Through one-on-one interviews with parents of different classes,it is found that Bourdieu’s theory of social capital further explains the reasons that affect parents’different views on homework from three aspects:economic capital stock,cultural capital stock,and social capital stock.Economic capital is mainly reflected in the types of education that parents choose for their children and the way they participate in school activities;cultural capital is mainly reflected in parents’ educational concepts and parents’language advantages;social capital is reflected in the connection between parents and children and through parents and other Adults produce linked social relations networks and the form of their collective action on children transmits social capital to children.Parents’ view of homework is a unity of rationality and distortion.Through the value judgment and analysis of parents’ view of homework,corresponding improvement strategies are proposed for the establishment of parents’scientific and reasonable homework view:constructing a multi-faceted and coordinated homework goal view;moderating a view of homework volume;a view of multiple types of homework;a view of homework content from multiple sources;a view of homework review with multiple subjects.