特殊学生的家校合作
Home school cooperation for special students
ES评分 0
| DOI |
10.12208/j.ije.20240007 |
| 刊名 |
International Journal of Education
|
| 年，卷(期) |
2024, 6(1) |
| 作者 |
|
| 作者单位 |
北京市通州区梨园学校 北京 ;
|
| 摘要 |
正常儿童的成长发育进度基本一致，而特殊学生往往在生理、心理及智力等方面都可能存在问题，所以需要特殊对待。家庭和学校对培养学生都有重要的作用，家校合作不仅更有利于学生的健康成长，还能帮助家庭和学校的教育目的协调与统一。家校合作让家长能够参与到学校的教育中，通过与学校其他家长的沟通和交流总结教育经验，及时掌握更全面的信息，从而提高家长自己的教育观念和教育素养，为特殊学生的未来发展营造更好的环境[1]。
|
| Abstract |
Normal childrens growth and development progress is basically the same, and special students often have problems in physical, psychological and intellectual aspects, so they need special treatment. Both family and school play an important role in cultivating students. Home-school cooperation is not only more conducive to the healthy growth of students, but also helps to coordinate and unify the educational purposes of family and school. Home-school cooperation enables parents to participate in school education, summarize educational experience through communication and exchange with other parents of the school, and grasp more comprehensive information in time, so as to improve parents own educational concepts and educational literacy, and create a better environment for the future development of special students [1].
|
| 关键词 |
特殊学生；家校合作
|
| KeyWord |
Special students; Home-school cooperation
|
| 基金项目 |
|
| 页码 |
21-23 |
赵建玲*.
特殊学生的家校合作 [J].
国际教育学.
2024; 6; (1).
21 - 23.