| Home-school cooperation in education is an inevitable choice to modernize,democratize and make education scientific.It is also an important way to expand teaching resources and improve teaching quality.Primary school is an important period for the formation and development of students’ outlook on life and world outlook.The effective cooperation between family education and school education should provide support for students’ healthy growth and comprehensive improvement of quality.Schools should play a leading role in the home-school society,but for a long time,the pre-service training of primary school teachers has been dominated by subject teaching ability,and there is almost no ability training related to family education guidance and home-school cooperation.What abilities should primary school teachers possess to be competent in leading the work of home-school cooperation? What is the actual home-school cooperation ability of primary school teachers at present? What are the problems? How to improve teachers’ ability of home-school cooperation?In order to answer the above questions,this study takes the theory of collaborative education,the theory of teacher professional development and the theory of competency as the theoretical basis,combines the professional standards of teachers at home and abroad and previous relevant studies,constructs the home-school cooperative competency model of primary school teachers through literature research method and Delphi method,designs the home-school Cooperative Competency Measurement Scale of Primary School teachers,and conducts stratification sampling according to administrative districts.A questionnaire survey was conducted on primary school teachers in provincial capital cities,prefecture-level cities,counties and towns of Sichuan Province.Questionnaires were sent by the questionnaire Star platform,and 305 valid questionnaires that met the requirements of the questionnaire were finally collected.In addition to the questionnaire survey,an in-depth interview was conducted with 4 frontline teachers.The survey results show that: first,the overall competence level of primary school teachers is good,but the knowledge level of home-school cooperation is low;Second,the theoretical knowledge of home-school cooperation is better than the practical knowledge;Third,effective communication ability is strong,lack of resource integration ability;Fourthly,the role orientation of the family education director is clear;Fifthly,age,gender,educational background,teachers’ family background,teaching school type,training and other factors have a significant impact on the home-school cooperation competence of primary school teachers.According to the current situation of the success of home-school cooperation of primary school teachers and the analysis of relevant influencing factors,this study believes that normal colleges should build the curriculum system related to home-school cooperation and carry out pre-service training of family education guidance ability of normal university students.For in-service teachers,it is necessary to establish a systematic home-school cooperative training mechanism for teachers,and strengthen the targeted training of professional knowledge and skills of home-school cooperative for primary school teachers.The innovation point of this study is to explore the appropriate model of homeschool cooperative competence of primary school teachers on the basis of existing research and national policies,and to understand the current development status and influencing factors of home-school cooperative competence of primary school teachers in S province through a wide range of investigations.This study still has shortcomings in the selection of research sample range,research perspective and collection and analysis of research data,which need further improvement and perfection. |
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