Practical Dilemmas and Optimization of Home-school Cooperation for Rural Left-behind Children: A Qualitative Study of 15 teachers and 10 parents
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摘要: 通过对15名农村教师与10位留守儿童家长的质性访谈发现：农村留守儿童家校合作在实践中存在着监护人参与程度低、合作方式简单低效、家校沟通不良等困境。导致上述困境的原因主要有时空隔离、家校合作主体的认识不足、家校合作主体的能力不足以及主体责任边界的模糊。突破农村留守儿童的家校合作困境需要从以下方面入手：运用信息化手段缓解时空隔离问题，提高家校合作主体的参与积极性和综合素养。Abstract: Based on qualitative interviews with 15 rural teachers and 10 parents of left-behind children, this study reveals several dilemmas in the home-school cooperation for left-behind children in rural areas, including:lack of guardians' educational involvement; inefficient cooperation methods; poor home-school communication. The underlying reasons for these dilemmas are the isolation of time and space, guardians' deficit understanding of home-school cooperation, guardians' insufficient ability of home-school cooperation, and the ambiguity of the boundaries of subject's responsibility. In order to optimize the home-school cooperation for left-behind children in rural areas, it is worth to promote information technology to alleviate the dilemma of space-time isolation and to improve the enthusiasm and comprehensive quality of home-school cooperation subjects.
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Key words:
- Rural left-behind children /
- home-school cooperation /
- qualitative research /
- dilemma
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