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qingping primary school in weifang high-tech zone, shandong province is located at the junction of urban and rural areas, with a weak student base. most parent groups and surrounding communities pay little attention to the school and education. the school has determined the strategy of “school initiative first, effective collaboration between family and community, and joint construction and progress among the three”, and has promoted the formation of a good cooperative relationship between home, school and community.

　"one lifetime team" customized personalized home visit list

the school builds user thinking, learns to think from others’ perspective, and pays attention to parents’ demands with empathy. use proactive communication attitude and teachers’ professional abilities to help parents solve practical problems. close the relationship between home and school through a series of "go out, invite in" measures.

in response to problems such as insufficient preparation, single format, and lack of communication skills during teacher home visits, the school clearly proposed the "three-stage goal" of teacher home visits: training before the visit, care during the visit, and improvement after the visit.

before the home visit, the school collects opinions from parents on the form of the home visit, communication topics, etc. by distributing questionnaires. parents are asked to freely choose the form of the home visit, the teachers for the home visit, and the topics they want to communicate with. after the school summarizes and sorts it out, it will customize a personalized home visit list for each student. . at the same time, reasonable staffing is carried out and a small home visiting team is formed to achieve "one team for life". each team conducts comprehensive and multi-dimensional academic consultation with the students responsible for home visits, and designs personalized home visit lesson plans to achieve "one lesson plan for life".

the school actively invites parents to learn about their children's learning, sports, catering, and social interactions at school. for example, they go to the canteen to learn about every step of food processing and canteen management standards, so that parents can rest assured. activity courses and important activities organized by the school, such as study tour courses, art festivals, sports festivals, etc., will openly recruit parent volunteers, and invite parents to participate in guidance, supervision, and help.

home-school clubs form a virtuous cycle of shared resources

because the school is located at the junction of urban and rural areas, there are few educational resources available. therefore, with service as its purpose, the school established a community-school-family joint development body and established a "136" work model, which takes party building leadership as the "1" core. serve the "3" parties of community, family and enterprise, and form the "6" consensus of co-construction, co-governance, co-creation, co-help, sharing and win-win.

the school actively goes into the community and offers courses for community residents in kindergarten-to-primary transition, family education, psychological counseling, and classic reading. at the same time, school venues are opened to facilitate enterprises and communities to hold activities. during the exchange, the community and enterprises enhanced their understanding of the school and introduced the high-quality educational resources around them to the school. the home-school community forms a benign situation of sharing resources and jointly promoting student development. for example, there are public welfare organizations that provide art courses and relief funds for children in need in schools, and also provide free professional psychological counselors and teachers of intangible cultural heritage courses for schools.

jiashe becomes a participant in school curriculum construction

the school has refined and formed a parent growth manual with 5 first-level indicators and 18 second-level indicators to help parents better improve their tutoring skills.

the school promotes the joint participation of families and communities through curriculum construction and project-driven methods, and builds an "upward" curriculum system, allowing parents, communities, and public welfare organizations to participate and become curriculum designers and implementers. for example, the children's game course allows parents to become inheritors of traditional games, and the labor practice course invites community members to serve as "green vegetable garden" instructors, etc., which not only plays the role of all parties in the home-school community, but also closes the relationship between them.

based on the needs of parents of different grades, each grade of the school collects the educational hot spots and difficult issues that parents are most concerned about through questionnaires and other forms. after data analysis and sorting, it has established parent-child reading, parent-child planting, parent-child movie viewing, family meetings, parent-child the six project teams of food and children's education, through project practice, deepen communication and understanding between parents and children, and solve current educational problems in a targeted manner. for example, the family conference project has effectively helped parents and children reach a consensus on democratically solving family education and growth issues. from family conferences, children have learned about "different" parents, become more considerate and understanding of their parents, and improved their sense of family responsibility and participation. , become more self-disciplined in study and life.

(the author is the principal of qingping primary school, weifang high-tech zone, shandong province)

"china education news" october 06, 2024 page 04

author: wei tao