«上一篇/Previous Article|本期目录/Table of Contents|下一篇/Next Article»

《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]

卷:

期数:

2024年03期

页码:

050-61

栏目:

教育学研究

出版日期:

2024-06-25

文章信息/Info

Title:

The Influence of Home-School Cooperation on the Development Quality of Primary and Secondary School Students under the Policy of “Double Reduction”

作者:

李佳哲; 姚继军

Author(s):

LI Jiazhe;  YAO Jijun

关键词:

“双减”; 家校合作; 中小学生发展质量; 家庭社会经济地位; 门槛回归

Keywords:

“double reduction”;  home-school cooperation;  development quality of primary and secondary school students;  family socioeconomic statuses;  threshold regression

摘要:

家校协同提升中小学生发展质量是落实“双减”政策的重要举措。基于大规模的调查数据，构建“双减”之下中小学生发展质量指标体系，综合分析不同家校合作行为对中小学生发展质量的影响，并检验此种影响针对不同家庭社会经济地位的学生群体是否存在异质性。主要获得如下发现：（1）“双减”之下家校合作整体上能够提升中小学生发展质量，但参与决策、志愿服务和社区合作三类协同行为效果不佳。（2）家校合作能够提高不同家庭社会经济地位的中小学生的发展质量，且对于家庭社会经济地位较低的中小学生的回报率普遍更高，但对家庭社会经济地位较高中小学生的适负发展和高效发展未产生预期的积极效果。由此，建议进一步落实当好家长、相互交流和在家学习三类家校合作行动，优化参与决策、志愿服务和社区合作三类家校合作活动设计。同时密切关注不同家庭社会经济地位的中小学生及其家长的教育需求，个性化地加强家庭教育指导，从而提升中小学生发展质量，保障教育公平。

Abstract:

Home-school cooperation is an important measure to implement the “double reduction” policy to enhance the development quality of primary and secondary school students. Based on large-scale survey data, this study constructed an index system for the development quality of primary and secondary school students under the policy of “double reduction”, comprehensively analyzed the impact of different home-school cooperation behaviors on the development quality of primary and secondary school students, and examined the heterogeneity of such impact on student groups with different family socioeconomic status. The main findings are as follows: (1)under “double reduction”, home-school cooperation can improve the development quality of primary and secondary school students on the whole, but the cooperative behaviors of decision-making participation, volunteer services, and community cooperation are less effective. (2)Home-school cooperation can enhance the development quality of students from various socio-economic backgrounds, with a generally higher return rate for students from lower socio-economic backgrounds. However, it did not achieve the expected positive effects on the adequate and efficient development of students from higher socio-economic backgrounds. Therefore, it is recommended to further implement home-school cooperative actions such as good parenting, mutual communication and learning at home, and optimize the design of activities such as decision-making participation, volunteer services and community cooperation. At the same time, we should pay close attention to the educational needs of primary and secondary school students and their parents with different family socioeconomic statuses, and strengthen family education guidance individually, so as to improve the development quality of students and ensure educational equity.

备注/Memo

备注/Memo:

李佳哲，教育学博士，南京师范大学教育科学学院讲师（南京210097）；姚继军，通讯作者，教育学博士，南京师范大学教育科学学院教授、博士生导师（南京210097）。本文系江苏省教育科学规划2022年度战略性与政策性重大招标课题“新形势下教育教学秩序和质量标准重塑研究”（A/2022/b5）的阶段性成果。

常用功能

更新日期/Last Update: 2024-06-25