Research on Home-School Collaborative Strategies for Parent-Child Shared Reading in Lower-Grade Primary School Chinese Language from the Perspective of Overlapping Spheres of Influence

Abstract

The lower grades of primary school are a critical period for initiating reading interest, cultivating good reading habits, and developing core Chinese language competencies. As an important vehicle for extracurricular reading, parent-child shared reading requires schools and families to form effective and unified educational synergy. At present, parent-child shared reading in lower-primary Chinese language commonly faces practical problems such as the mutual separation of home and school educational spheres and imperfect collaborative support mechanisms. Grounded in the Theory of Overlapping Spheres of Influence and based on China's relevant policy requirements for home-school co-education, this paper analyzes the existing problems and underlying causes of home-school collaboration in lower-grade parent-child shared reading. By bridging the two major educational spheres of family and school, it constructs a two-way integrated reading education system and proposes actionable home-school collaborative implementation strategies, so as to continuously enhance the educational effectiveness of parent-child shared reading in lower-primary Chinese language.