چکیده:
For the family, a marginal role should not be considered in the process of child-rearing as in the past. Firstly, the authority and credibility of the modern and specialized institution of the school have diminished in the shadow of social transformations, and secondly, in the shadow of these same transformations, the role of the family has increased. This simultaneous decrease and increase makes a review of the quality of educational interactions between home and school necessary. This writing assumes that in the process of the expansion and contraction of roles, neither of the two institutions, family and school, will be removed from the scene, and 'school-centeredness' is not currently turning into 'family-centeredness' in the future. Establishing constructive interactions between these two institutions, with the focus on improving the educational performance of the student, requires prudent efforts, and relying solely on the existing pattern is assessed as problematic. Relying on the concept of 'family culture,' the author has explored and examined this domain. The main claim is that due to the diversity and heterogeneity of cultures in the family environment, or so-called different curricula that children experience at the family level, it is necessary to recognize plurality by focusing on planning and adopting local-scale measures, meaning with the agency and involvement of the school. Although in this view, organized interactions at higher levels than the school are not denied.
خلاصه ماشینی:
This subject is at the center of attention in this writing, and the author, by adopting an expansionary (not exclusive) position regarding the educational function of the family, engages in the discussion of home and school interactions.
The strategies and solutions that can be employed in the field of organizing educational (educational) interactions between the family and the school to transform the current situation are: Main Strategy Dialogue to achieve mutual or common understanding regarding student performance within the framework of the fusion of horizons{o1o} and not the imposition of one's perspective or understanding and perception on another (Gadamer, 1979).
Three axes come into play in determining the design or map of interaction in each specific case, which are: the student's educational (academic) situation, family culture, and school demands.
In the author's view, this perspective can also be extended to the necessity of recognizing family culture, and his thought, which implicitly requires attention to family culture as one of the active and influential contexts on individual behavior, can be explicitly drawn to this realm, concluding that recognizing family culture is essential for the desirable organization of educational interactions between home and school.
In other words, this writing, by relying on the concept of culture, seeks to provide strategies that appropriately influence the educational interactions between school and family and place them on the path toward desirability and effectiveness.
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