Study on the Conflict of Educational Concepts in Home-School Cooperation in Rural Schools from the Perspective of Field Theory
-- A Case Study of Rural Primary School J in Guangxi, China
DOI:
https://doi.org/10.54097/ehss.v14i.8843Keywords:
Home-School Cooperation, Conflict of Educational Concepts, Field Theory, Rural SchoolAbstract
In the background of “home-school cooperative education” becoming an inevitable trend in basic education, and the conflict of educational concepts between teachers and parents in rural home-school cooperation becoming more perceptible, attention and investigation to this issue have gained vital practical significance for the development of rural education. Based on the Qualitative Research Methods and Grounded Theory, this paper investigates the current situation of home-school cooperation, teachers’ and parents’ educational concepts, and the conflict between teachers’ and parents’ educational concepts in rural primary school J in Guangxi, China to make clear and fully understand the educational concepts between parents and teachers in home-school cooperative education by dissecting the deep-seated causes and external influences that shape the conflict.
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