Research On Home-school Cooperation In Primary Schools From The Perspective Of Structural Functionalism

In the 1980 s,the United States included in the Elementary and Secondary Education Act and the Teaching without Class Act the Ordinance requiring family and community participation in school education.Since then,various countries have also begun to pay attention to the influence of family and society on students' education.With the continuous development of society and the gradual increase in people's educational attainment,it is found that the all-round development of students is not achieved by the efforts of school education.As the educational force with the greatest impact on students,family education should also exert its own strength and form a synergy with school education to jointly promote the all-round development of students.Parsons' structural functionalism regards the whole society as an action system,in which the proposed "AGIL" framework is the core of maintaining the stability of the system,and the "AGIL" framework contains four functions: "adaptation","goal achievement","integration" and "pattern maintenance",and the stability of the system depends on the full play of these four functions.In the home-school cooperation system,the "adaptation" function can be refined into a "cooperative environment" in the home-school cooperation system.The function of "goal achievement" is embodied as "cooperation system construction".The "integration" function is concretized as "cooperative resource integration".The "pattern maintenance" function translates to a "culture of cooperation".This study makes a large number of literature reading and collation of research and experience in the field of home-school cooperation,and on this basis,the parent-school cooperation system is analyzed in combination with Parsons' structural functionalism theory.The author conducted a survey on the current situation of home-school cooperation in Chifeng City,Inner Mongolia Autonomous Region,and the survey mainly adopted the questionnaire survey method and the in-depth interview method,and the current questionnaire and interview outline were independently compiled by the author in combination with the framework of structural function theory "AGIL" and home-school cooperation.The main respondents were teachers and parents of students,and the questionnaire and interview outline were also designed for teachers and parents.The following conclusions have been drawn: First,the adaptability of home-school cooperation is insufficient,parents and teachers are very lacking in institutional awareness,and the enthusiasm for independent learning in home-school cooperation is poor.Second,home-school cooperation cannot meet the desired state,the form of activities is indirect,the content of activities is single,and there is a lack of objective and reasonable evaluation mechanisms.Third,the parent committee is weakly organized,the responsibilities and functions of the parent committee members are vague,and the form of the parent committee is also indirect.Fourth,the home-school cooperation model is not maintained strongly,the parents' sense of cooperation is very high,but the action force is extremely low,and there is a consciousness deviation between teachers and parents in home-school cooperation.Based on the above conclusions,the following suggestions are put forward: First,improve the conditions of the participants themselves;strengthen the training and guidance of school teachers,and open parent classes.Second,deepen the construction of the home-school cooperation system;third,improve the home-school cooperation organization;should adopt a cooperative approach that meets the situation of parents and the school to improve the policy system of home-school cooperation.Fourth,enhance the sense of cooperation and the orientation mechanism of students' all-round development;parents clarify their responsibilities,teachers clarify their purposes,and schools clarify their purposes.