Primary School Parents' Homework Participation:Ways, Behavior and Improvement
-
摘要:
采用混合研究法,通过对429组学生及家长展开问卷调查,对家长和教师进行深度访谈,以考察家长在学生家庭作业中的参与方式及行为。研究发现,以自主支持或控制型、响应或介入型的方式参与学生作业时,家长较高的自我效能感促使其高频率、高响应的参与行为形成;以物理环境构建型的方式参与学生作业时,家长对自主学习观的误解及参与条件和体验感的缺乏,导致其行为具有较强的控制性和监控性。改善小学家长作业参与,应更新家长观念确保学生在作业中的主体地位,促进家校联动、加强作业参与的沟通和指导,激活社会资源帮助家长释放活力。
Abstract:Can and how can parents participate in students' homework under the "double reduction" policy? This study constructs the analytical framework of parents' homework participation methods at the theoretical level, adopts the mixed research method, carries out a questionnaire survey on 429 groups of students and parents, and conducts in-depth interviews with parents and teachers to investigate parents' participation methods and behavior in students' homework. The study found that when participating in students' homework in the way of independent support or control, response or intervention, parents' high sense of self -efficacy promoted their high-frequency and high response participation behavior. When participating in students' homework in the way of physical environment construction, parents' misunderstanding of the concept of autonomous learning and the lack of participation conditions and sense of experience lead to strong control and monitoring of their behavior. To improve primary school parents' homework participation, we should update parents' concepts, ensure students' dominant position in homework, promote home school linkage, strengthen communication and guidance of homework participation, activate social resources and help parents release their vitality.
-
Key words:
- homework /
- parental participation /
- ways of participation /
- participation behavior
-
[1] Sofia Brock, Alan L. Edmunds. Parental Involvement:Barriers and Opportunities[J]. EAF Journal. 2010. 20(1):48-59. [2] Cooper H, Lindsay JJ, Nye B. Homework in the home:How student, family, and parenting-style differences relate to the homework process[J]. Contemporary Educational Psychology. 2000; 25(4):464-87. [3] Pomerantz E M, Moorman E A, Litwack S D. The How, Whom, and Why of Parents'Involvement in Children's Academic Lives:More Is Not Always Better[J]. Review of Educational Research, 2007, 77(3):373-410. [4] Dumont H, Trautwein U, Nagy G, et al. Quality of Parental Homework Involvement:Predictors and Reciprocal Relations with Academic Functioning in the Reading Domain[J]. Journal of Educational Psychology, 2014, 106(1):144. [5] K V Hoover-Dempsey, HM Sandler.. Parental involvement in children's education:Why does it make a difference.[J]Teacher College Record. 1995:97(2):310-31. [6] HM Sandler, K V Hoover-Dempsey. Why Do Parents Become Involved in Their Children's Education?[J] Review of Educational Research. 1997:67(1):3-42. [7] Ivankova N V, Stick S L. Students'persistence in a distributed doctoral program in educational leadership in higher education:A mixed methods study[J]. Research in Higher Education, 2007, 48(1):93-135. [8] Pomerantz E M, Moorman E A, Litwack S D. The How, Whom, and Why of Parents'Involvement in Children's Academic Lives:More Is Not Always Better[J]. Review of Educational Research, 2007, 77(3):373-410. [9] 黄小瑞,安桂清.家长参与类型与儿童学习结果的关系[J].学前教育研究, 2018(11):40-49. DOI: 10.13861/j. cnki. sece. 2018. 11. 004. [10] 高雷.家长参与、家长自主支持和教师支持对家庭作业努力的影响:自我决定的视角[D].华中师范大学, 2016. [11] 李新.初中生家庭作业与学业成就的关系研究——基于中国教育追踪调查(2014-2015学年)数据的实证分析[J].课程教学研究, 2018(09):51-55. [12] 中共中央、国务院.关于进一步加强和改进未成年人思想道德建设的若干意见[N].人民日报, 2004-2-26(1) -
点击查看大图
计量
- 文章访问数: 493
- HTML全文浏览量: 138
- PDF下载量: 35
- 被引次数: 0
下载: