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The Value Connotation of School-Family Partnerships in China’s Rural-Urban Fringe Primary Schools

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DOI: 10.23977/ICEIPI2020006


Yueying Jiang

Corresponding Author

Yueying Jiang


As time goes on, researchers and educators gradually realize the significant role of school-family partnerships in children’s education. Based on the lessons of previous research, this paper systematically exposes the value connotation of family-school cooperation respectively from the four aspects of children, family, school and society. It believes that proper cooperation will balance the intellectual and moral education of children, improve the quality of family education, stimulate the teaching efficiency and promote the social education reform. Moreover, in rural-urban fringe primary schools in China, due to the characteristics formed in the urbanization process, the specific practice presents different features. The needs in improving family education and pushing forward education reform are sharp and apparent. Instead, the realization of stimulating the teaching effectiveness is limited. In view of these situations, educators need to work on several fronts.


School-family partnerships, family-school cooperation, value connotation, rural-urban fringe primary school

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