| In recent years,parental education participation has gradually become a new demand for the reform of basic education,and a series of policies have been introduced at the national level to guide it.Among them,the "double reduction" policy in the compulsory education stage redefines the role of parents’ participation in education,weakens parents’ counseling and intervention in children’s academics,and encourages parents to pay more attention to the guidance of children’s education,communication with children,and active home-school communication and other forms of educational participation.This research takes L Primary School in P City,Yunnan Province as the sample school,and divides parent education participation into family-based participation and school-based participation according to different participation fields,including parent-child communication,academic counseling,supervision and discipline,and parent-child activities,home-school communication and participation in school activities in six dimensions.Through a combination of quantitative analysis and qualitative discussion,this research uses the adapted "Primary School Parent Education Participation Questionnaire" as a research tool to conduct a questionnaire survey on 651 parents from the third to sixth grades of L primary school.Meanwhile,difference analysis and regression analysis are used to grasp the overall status of parental education participation in L primary school;In addition,the research uses self-edited interview outlines to conduct in-depth interviews with some parents and their children,teachers and school administrator representatives,aiming to understand the real state of parental education participation of higher-level primary schoolstudents,reveal the challenges and obstacles that parents encounter in education participation,and explore the impact path of parental education participation on the academic performance of higher-level primary school students.Through the analysis of the questionnaire data and in-depth interview materials,the research results show that: 1.L primary school middle and upper grades have high parental education participation,including two types of participation: passive participation led by the school and active participation based on parents’ wishes.2.The lack of cultural capital,changes in the internal structure of families and concerns about home-school communication restrict parents’ educational participation.3.Parental education participation has a positive impact on the academic performance of middle and upper grades in primary school,but the degree of explanation is weak.This not only conforms to the laws of education,but also to a certain extent responds to the rationality of appropriately reducing parental intervention in children’s homework in the "double reduction" policy.4.Parents’ educational level is directly proportional to their participation level and participation quality in parent-child activities.5.The positive impact of parental education participation on the academic performance of the upper primary students is stronger than that of the middle primary students.6.The positive effect of parental education participation on the academic performance of middle and senior primary school students can be divided into two influence paths—direct influence and indirect promotion.In order to eliminate various obstacles and constraints encountered in parental education participation,and to better play the positive role of parental education participation on children’s academic performance and future growth,it is necessary for parents,schools and education departments to work together: Parents should take the initiative to break the traditional cognitive dependence,actively participate in children’s education,and continuously improve their ability to participate in education;Schools should mobilize and encourage parents to participate in education,provide platforms and guidance to promote home-school synergy;The education department should actively guide,fully benefit the resources of universities and combine the strength of social education institutions to lead the development of a universal "family education course" to help parents to participate in high-quality education. |
