The Influence of Home-School Cooperation on the Development Quality of Primary and Secondary School Students under the Policy of “Double Reduction”(PDF)
《南京师大学报》（社会科学版）[ISSN:1006-6977/CN:61-1281/TN]
- Issue:
- 2024年03期
- Page:
- 50-61
- Research Field:
- 教育学研究
- Publishing date:
Info
- Title:
- The Influence of Home-School Cooperation on the Development Quality of Primary and Secondary School Students under the Policy of “Double Reduction”
- Author(s):
- LI Jiazhe; YAO Jijun
- Keywords:
- “double reduction”; home-school cooperation; development quality of primary and secondary school students; family socioeconomic statuses; threshold regression
- PACS:
- -
- DOI:
- -
- 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.
Last Update: 2024-06-25