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        Փ l ̎Փ һƪՓĶX

        ǰλ: ՓĶX > ̌WՓ > rWУӲijcMh

        rWУӲijcMh

        rg:2021-09-14:κٻ
        Čx@һƪPrWУӲijcMh,У֮gȻ“ϵǞˌWĽlչ˳ɲ\W󻯰lչĿУ֮gͬ殐ݻaf{һ

        ժ    ҪõļnjWWIɹҪ҇rLcWӷӳʲBԭWУṩĻ̖x䌍|x̎ڽ̎ݵČIxLcIJWУ̎ͼLͨλƽŤDrӲľWУҪ¼ӵķʽ̎ҪͻƹеĽ̎݌IxLҪ߅cWУ̎ͼLҪƽȽĻA_չ

        PI~ :     rWУ;;У;;

        AbstractGood home-school interaction is an important guarantee of students' academic success, but parental involvement is low in rural China, school interaction is weak and home-school interaction is in a poor state. The reasons for this are that schools provide more symbolic than substantive channels of interaction, teachers are constrained by the professionalism of their status as teachers, parents are less confident in their involvement and schools, teachers and parents are not on an equal footing in terms of communication. In order to reverse the poor home-school interaction in rural areas, schools need to innovate the ways and means of home-school interaction, teachers need to break through the inherent professionalism of teacher status, parents need to increase their confidence in participation, and schools, teachers and parents need to cooperate in co-parenting on the basis of equal communication.

        Keywordrural schools; home-school interaction; home-school cooperation; cooperative co-education;

        ڡСWָϡ_ָl]WУͥ؟RߌW°lչL˵ҕ̶ȺͅcҪγɌWУͥf{һµ˺[1]õļǼУĵһҲҪһ

        c^Ƶļwϵ҇r؅^ĻȷĪԺʹrӵČʩȳRyбҪ˽rӬFrӲԭڴ˻AČ߽hĶr|sСl

        һrӬF

        оCʡݵrСWlOӋPrӬF{醖Ն2869{ЌWУԌĞռ69.33%;{еČWУҪǾһ؞ƌWУƫƧСWƫƧЌWǽСW{еČWLСWL2247ռ˔78.32%,ЌWL622ռ˔21.68%ͨ^픵MнyӋlFr؅^ļЧ|ڼӴΔЧϴڲrڼy“첻”

        ڼӴΔ56.08%rLcŮnֽ̎ԜͨеļLÿ_ĴҲ40.71%rLżcn̎ͨŮ}ҪÿWڵļL3.21%rLcn̎ȫͨwrӴΔֻڌWWɿӻcͬWlìܛ_ͻr̎ŕӽoLԒ}Q

        ڼӵy63.75%rLJ“Լ]ʲôĻҲ֪̎fʲô”,24.09%rLXԼ“]Еrg”WУ򽻵߀12.16%ļLJԼ“ƽrҲ̎Ԓͨ]ɶf”픵ҲlF4.74%ļLc̎WУˆTl^_ͻ0.84%ļLc̎l^ϵě_ͻcrWУ̎LՄҲCLrg_ͻǽ̎cWУͥfrRձy}
         

        rWУӲijcMh
         

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        rӲԭ

        (һ)WУṩĻ̖xڌ|x

        rWУ_չӻӕrձȡʽ_LlһЩȫkv@ЩӻWУͽ̎һЩoL@ЩƫIԒZcLTõZwϵһһN[εڵĽCҕӰ푼УgԻЕr@Щķ̖xͨČ|xWУӵҪMߛ]RĻY^ļLڅc@ЩӕrܴϢfյyӺyȡAڵЧ

        ٷCWУṩһЩıϢ_ߕr]гֿ]LܽˮƽJ֪ҕ˹еļͥĻֻǰһ‚_Ϣн@Ӿֻ͕ٔܽˮƽߵһ˽rLյWУ_ıϢrLǟorʴ_@ЩϢrL|@Щ߸ϵĕϢֻһЩıYԄӚwԼĻˮƽں͌WУ򽻵rWУṩһЩ׃˺ϷϵyĻֱ̖ӞLcWO¼ӵЧ@

        ()̎ڽ̎ݵČIx

        SЈ_LڌW^иİlԙȻc̎ČIxl_ͻɼӲ형mȻ󲿷rͥĽlǼLĻ̶߀ƫr̎rY̎gAһšI•֪RھSo팣Iݺ͌IĿ]̎ԸֱӾܽ^njIļLčWOͽ̎ur˼Уg_չ^ߌӴεĻ

        r̎rLձB؃ͯ^ĴhӰһ㲻ӌLڌW̌WҊͽh󲿷ֽ̎ϣLڼГµĽɫṩWճڼұFĽɫڌWɿ½r@ЩڼұFڽ̎WɿOWڼҌWĽɫMܵرόWIf̎BWÌWTϣLڌWУ̎₀rһЩWܶ¼L܉ڈόWУ̎Yڽ̎ČIݺͽ̌WrLձJ̎ڌWĽ}Ǚӳɞ̎LϷĵĆȻ

        ()LcIJȱ؟η֓R

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        ߀вּLܵ“xoՓ”ͮǰ͘I΄ݵӰ˼ð^ӵĽӵĽֱDֽoWУͽ̎Уڵ|ٔLͥ؟JRλˌWУؓͽ̎̌WҲӰrWδlչĽ҇r؅^չӶB؃ͯF󳣑BչļL׺]жٕrg麢ӳLoГͥ؟κͅcrRSFy

        ()WУ̎Lͨλƽ

        ڼӵĽ̎͌WУλĻWԒZͽM̌WӵĽጙǽ̌WIęLܽˮƽͥĻYhȸN^صӰҲoeOӅc]ڌWγԻӵĹͬԭڌWУ̎LMнͨĵλһ_ʼDzƽȵӳFƫLų

        ӵʧLrȱλ̎ɫJ֪eλWӽMf{λӵw]̎_ĽɫλӰ푱˴g䲻؟΄ֲƶϵKĻԷh@ЩߌӴΰlչKУγɽڼУfͬBWȫ˸ʹMWȫlչ

        MrУԻӵČ߽h

        (һ)WУҪ¼ӷʽṩ挍ЧĜͨ

        rͥ^鱡ĬF˸õشMWĿɳmlչrWУ؟Ҳx՞ӵ_չṩЧĜͨSWjռýwͨӍgİlչϢĂfʽɆ헻D׃˂ĽҲӷWУԓ׃¼ӵķʽṩ挍ЧĜͨ

        һWУҪ¼УͨʽFֶͨΞLxÌWУ΢Ź̖һЩͥº͌vҕlҲL]PͥͼУھnԹLWWУMܵû“WgУԻӒ֪RϵKһWУҪչУͨ_չϽWУƬFеļLίTͼУ“ϕĻAƽĕrվekɫľϼӻչ탞|YԴWԽMھLWn̎LռAĽ֪RͻĽLһЩy}

        ()̎ҪͻƌIx܌LɫJ֪

        ̎͌WУܷʽ;ּ֧LcWУĻAǽ̎LڽеĽɫJR[3]SԽlsW͸Ӷ̌WurֶԽ`̎ͻƹеČIxD׃yL߅ɫJ֪LҕԼ_չ̌WҪĺ֧

        ̎ҪԼصČIx׌нļLčWO̎Ըný̌WҪmعĄLcný̌WL˽WУWrʹУPϵӺCУ“ϵ̎Ҫֿ]rLcУyĄ@ּLeOcWĽ^WУekһЩvڻ_ʼǰ̎ǰLռһЩ֪Rv_չxôL vrĿԸcиӮaЧ̎ҪD׃LɫĂyJ֪LԇLɫĶ_ļУ^

        ()LҪ߅ceOГ؟

        ͥĻŮܽĵһLŮLеĵһλ̎LJRͥҪRԼؓʹ_ŮԼķ؟ԼlĻˮƽ޵ȾӱܽŮw؟

        һLҪcӵ_JR̕rgȼͥĻYYoõѸǼLȻͨ^eOcWУ“jc̎ͨŮČWrMܵ^Ļ̖IJӰһLҪ߅cӵeOГͥ؟WУ頿^ԌLļͥMЌIָLWУͼͥĸš؟LҲҪӌW֪ͥR˽ŮİlչҎᘌԵąӌWŮ

        ()ƽȽĻAWУ̎L

        У֮gȻ“ϵǞˌWĽlչ˳ɲ\W󻯰lչĿУ֮gͬ殐ݻaf{һӵҪMߺ͎^WУͽ̎ҪƽȺCǢĽՇӵҪcߺЄLҪȡһrgc

        У֮gĺPϵWУ頿^ҪJRLnjWУðl]õ֧ߺͅfǼУɻȱw̎ӵҪMߺ͈ҪƽȽǰھüLϵĺ͸NYԴLӵPIһhڗlSrMȫĵ؅cWУMĸŽ^O˼^WУ̎LҪγɽFУûMWȫlչĽ

        īI

        [1]PӡlСWָϡ֪ͨ[EB/OL]:(2017-08-22)2020-10-11] .
        [2]Harker R..Nash R. Durie A.,et al. Succeeding Generations :Family Reaources and Access Education in New Zealand[M].New York:Oxford University Press, 1993.112.
        [3]xrWУLcĵԬFоһIx ƽPϵcУ^[J]ȫչ, 2020.49(03).42-56.

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