Study On The Influence Of Parent-school Cooperative Education On Adolescent Cognitive Development

In the field of education,China has basically achieved "everyone has to go to school",then we should focus on the realization of "everyone to learn","everyone to learn" education goals.In July 2021,the "Shuang Jian" policy was implemented,a large number of original after-school tutoring institutions were abolished,and the responsibility of education returned to schools and families.The whole society also pays great attention to improving the quality of teaching and expanding the equity in the development of young people in compulsory education.Among many issues of adolescent development,cognitive ability has become an important issue of education for adolescent development due to its important influence on occupational acquisition,income disparity and economic behavior.Therefore,the research of "parent-school cooperative education" on adolescents’ cognitive ability is a response to the meaning of "improving the mechanism of school-family social cooperative education" in the "14th Five-Year Plan".In this study,CEPS2013-2014 and CEPS2014-2015 were used as data sources,and the cognitive ability test scores provided by the survey were used as dependent variables to deeply analyze the change characteristics,population characteristics and city-level differences.Based on the classical theories of parent-school education research at home and abroad,the overlapping domain of parent-school education and parent-school education is selected from the perspectives of responsibility perception and educational action,which constitutes the core independent variable of this study: parent-school cooperative education.Detailed analyst school cooperative education on cognitive development mechanism,the influence of the specific results are as follows:First,the family background and school quality differentiation effect on cognitive ability development is remarkable.Family background and school quality have significant positive influence on cognitive ability.Second,the focal point of parent-school collaborative education is family education.Separately,the positive measures taken by families,schools and teachers in their respective fields can promote the development of students’ cognitive ability.Combining the three,it is found that the cohesion at the family level has the greatest effect on the improvement of adolescents’ cognitive ability.Third,the cumulative effect of parent-school cooperation should be paid more attention to by adolescents with agricultural household registration.Analysis results show that the parents of elite education expect the cumulative effect of cumulative effect,school level variables significantly in students of agricultural registered permanent residence,only to cause the accumulation of non-agricultural registered permanent residence of students’ education inequality.It’s true that the parent-school cooperative education system can promote the better development of students,but it has formed a significant "cumulative effect",which increases the development difference of students in the agricultural household registration group.Fourth,educational inequality is having a cumulative impact on student development through the more subtle way of "parent-school education community".Based on the above study found that to push parent-school education system construction,promote the comprehensive and healthy development of teenagers,the paper puts forward the following suggestions.First,optimize the education policy of "nearby enrollment".In the distribution of education,we should try to get rid of the measures of "central schools" and "key schools",and promote the development of education homogenization.Second,set up correct concept of family education.In family education,should be the correct guide the parents’ education expectation,especially for agricultural census register family,to change the wrong cognition degree "only",moderate to urge,to avoid the tragedy of "burn out".Third,focus on training the ability of head teachers to participate in parent-school collaboration.Give full play to the teacher in charge in bridging role between the parents and schools,schools,parents and teachers that is always at the same time and space field communication.Fourth,we will strengthen the construction of nuclear families in rural areas and improve the development of left-behind children.We will actively guide the return of the labor force to rural areas and give parents opportunities to fulfill their responsibilities for family education.