Research On The Problems Of Fathers' Participation In Family-school Co-educatio

In recent years,home school co education has attracted widespread attention,but in home school co education,mothers have become the main force,and the relatively low participation rate of fathers has become a common phenomenon.The role of fathers is crucial for the healthy growth of primary school students.Therefore,this study will delve into the current situation,existing problems,and the reasons for these problems of primary school fathers’ participation in home school co education,and propose corresponding strategies.Firstly,briefly discuss the proposal of the question and the significance of the research,collect research materials on the participation of primary school fathers in home school co education at home and abroad,and sort out and summarize the viewpoints and theories of domestic and foreign scholars,laying a solid foundation for this study.Secondly,taking urban primary schools as the object,the problems of primary school fathers participating in home school co education were analyzed from five aspects.Firstly,fathers had a high level of recognition for participating in home school co education,but their actual participation was low.Secondly,fathers valued intellectual education while neglecting the balanced development of morality and intelligence in participating in home school co education.Thirdly,fathers were passive and had low levels of two-way communication in participating in home school co education.Fourthly,fathers had a single way of participating in home school co education,There is a lack of overall cooperation planning,and the fifth reason is that the father’s participation in home school co education is not effective and cannot be effectively evaluated.The reasons for these problems mainly include three levels: at the father level,the traditional role positioning affects the father’s understanding of participating in home school co education,the pressure of real life and work affects the father’s participation in home school co education,and the lack of systematic family education knowledge leads to the father’s poor ability to participate.At the level of other family members,firstly,the insufficient opportunities provided by family members for father participation;secondly,the different educational methods of parents affect father participation;thirdly,the different structure of family members affects father participation.At the school level,firstly,the school does not attach enough importance to father’s participation in home school co education;secondly,teachers have a weak awareness of father’s participation in home school co education;thirdly,home school activities lack sufficient attraction for father.At the social level,firstly,there is a lack of policy and regulatory protection,secondly,the atmosphere of father education is not strong,and thirdly,there is a lack of cooperative evaluation mechanism.Finally,this article proposes improvement strategies for fathers of urban primary school students to participate in home school co education.At the father level,firstly,it is necessary to accurately understand the role of the father in home school co education;secondly,it is necessary to balance the relationship between family and work,strengthen parent-child communication;thirdly,it is necessary to improve one’s own quality and set a good example.At the level of other family members,firstly,family members should support and encourage father participation;secondly,family members should unify consensus and form joint efforts;thirdly,family members should respect and love each other to create a harmonious atmosphere.At the school level,firstly,schools should provide sufficient support for home school co education,secondly,teachers should encourage fathers to participate in home school co education,and thirdly,continuously enrich new ways of home school co education.At the social level,firstly,we need to encourage enterprises to implement flexible work systems,secondly,we need to increase the attention of fathers participating in home school co education,and thirdly,we need to establish a home school evaluation and supervision mechanism.This study mainly conducts in-depth analysis on the cognition,content,methods,and effects of primary school fathers’ participation in home school co education,which distinguishes it from other studies.At the same time,the interview method was used to gain a deeper understanding of fathers,schools,teachers,and others’ understanding of home school co education,further enriching this study.The research results provide a certain reference for primary school fathers to participate in home school co education.