| As an important way to cultivate a well-rounded person,labor education has received different degrees of attention at different stages in China’s history.In 2020,the release of two documents,"Opinions of the CPC Central Committee and The State Council on Comprehensively Strengthening Labor Education in Universities,Primary and Secondary Schools in the New Era" and "Guideline Outline for Labor Education in Universities,Primary and Secondary Schools(for Trial Implementation)",incorporated labor education into the whole process of talent training,and its significance has undoubtedly reached a new level in history.However,the imbalance in the development of labor education between urban and rural areas in China is prominent,and township elementary schools are facing many problems including teachers,equipment condition and financial resources.For elementary schools,family is the basic place for labor education.Therefore,how to carry out labor education through home-school cooperation according to local conditions and make labor education effective and routine has become a key breakthrough in solving labor education in township elementary schools.This study takes C primary school in Chaoshan district of Guangdong province as the case study object.To investigate the current situation of home-school cooperation in labor education in this school through questionnaire and interview methods,find its problems,conduct attribution analysis and put forward optimization suggestions.This paper is divided into the following parts.The first part includes the reason for selecting the topic,significance of the study,review of literature,definition of relevant concepts,the objectives,contents,methods,innovation points and shortcomings of this research.The second part elaborates the theoretical basis of this study and its enlightenment,including the Marx’s labor view and the theory of overlapping spheres of influence and the enlightenment.The third part analyzes the situation of home-school cooperation in the process of labor education in township elementary school from related institutions and organizations,cognition of both home and school,cooperative action,and school evaluation and inspection.The fourth part sorts out the problems of home-school cooperation in the process of labor education in township elementary school.In terms of regulation and organization,the main problem is that the school lacks home-school cooperation plans with local characteristics and failures to use the parents’ committee and parents’ school.In terms of cognition,the main problems are the serious differentiation of labor education concepts among parents,the emphasis on forms rather than ideas between home and school,and the cooperation responsibilities is unclear.In terms of cooperative actions,the main problems are poor communication mechanisms,task-oriented forms of cooperation,and structural lack of cooperative contents.In terms of evaluation,the school lacks a regular feedback mechanism and control over the effectiveness of home-school cooperation.The fifth and sixth parts analyze the causes and make some suggestions from the angle of the region,school,teacher,and parents.The region government should encourage home-school cooperation,create a good labor atmosphere,provide resource support according to the local conditions.The school should discard its own prejudices,improve the effectiveness of cooperation,combine the characteristics of the region and improve the cooperation mechanism,link the family community to enrich the cooperation resources,pay attention to the needs of teachers and optimize the conditions of cooperation.Teachers should raise their awareness of development and accumulate cooperation experience,change their attitude,promote home-school interaction,arrange their work rationally and pay attention to cooperation plans.Parents should reshape the concept of labor,create a good family tradition,play the role of family,put home-school cooperation in perspective and cooperate with school. |
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