At present, parents\’ anxiety is widespread and is passed on to students subtly, causing tension in the parent-child relationship. Our school decided to implement a family guidance program to empower parents. The school provides support to parents through the operation process of \”questionnaire survey, understanding needs – sorting out needs, building curriculum – implementing curriculum, tracking and guidance\”. Customized training courses are provided on demand. Parents’ growing environments and educational backgrounds are different. The school uses questionnaires to understand parents’ concerns and the dilemmas of family education, and adopts the method of “compulsory courses + elective courses” (see Table 1) to organize Parent training is used to obtain credits as an assessment standard for parent education capabilities. Required courses include scientific concepts of child development and education, parents\’ self-growth and family function construction. The former systematically explains the nature and goals of education, as well as the role of education in promoting the harmonious development of children\’s physical and mental development, helps parents deeply understand the importance of family education, and lays a cognitive foundation for mastering scientific educational methods and techniques; by explaining the importance of children\’s physical and mental development, General rules, individual differences and reasons help parents sort out the educational focus of children at different stages of development, deeply understand the essence of teaching students in accordance with their aptitude and personalized education, and effectively avoid educational utilitarianism and counterproductive behaviors; improve the scientific literacy of educators and help parents improve their identification Various publicity abilities are exempt from the \”IQ tax\”. The latter focuses on the need for parents to grow together with their children and the need to constantly reflect on and adjust their own concepts, personality and behavior. Elective courses include solutions to common psychological and behavioral problems in children. Focus on hot issues that parents are concerned about and help parents solve practical problems in education. Most of the problems are universal, but the physical and mental development characteristics of children at different stages are different, and targeted guidance is required according to the age stage of the children. Therefore, parents facing children of different ages have different content and guidance methods. different. Customized parent training courses Table 1 Organize parent salons to overcome difficulties. In addition to training courses, there are also some issues that require continuous tracking and attention. To this end, the school organizes a parent salon and adopts a \”top-down + bottom-up\” approach to determine the communication topics and participants. First, the teacher determines the preliminary list based on daily observations and exchanges. After the salon theme is announced, parents declare themselves. Finally, the head teacher and subject teachers negotiate to determine the final list. Usually, we use heterogeneous groups to avoid complaints and grumbles. Second, positive role models can serve as effective supplements to teachers and provide parents with methods and inspiration. Some words even spoken by parents can be more effective than teachers. Taking the procrastination problem that is a common headache for parents as an example, after determining the participants based on the above principles, the teacher creates a relatively relaxed and pleasant communication environment and organizes activities. In the salon, parents sorted out the strategies through collision and presented them as task sheets (Table 2). Parents took them home and practiced them with their students, and teachers tracked and understood the practice. Family Practice Task Sheet Table 2 Carry out theme activities and learn by doing. All human educational activities contain certain value demands and responsibilities. How can current students fill the \”blank\” after \”burden reduction\” with truly scientific and effective health education activities?On the topic of education, we need to rethink: What is the essence of parenting? What does human growth include? What are the ways for parents and children to get along… This is the key to whether the \”double reduction\” can be implemented, and it is also the logical starting point for reconstructing the family education ecology. Family education itself is a non-formal education full of humanity. The daily life of the family interprets the understanding, care and love of people. In leisure activities, it advocates emancipating the mind, freedom and equality, and enriching imagination. In educational activities, parents set an example and teach by words and deeds. , cultivate spirit and virtue in cultural life. The \”double reduction\” policy attempts to force family education from the outside to return to humanistic care and intrinsic development, achieve higher-quality companionship on the basis of respecting children, and promote the all-round development of students. Based on this understanding and combined with the actual situation of the family, the school established a project team to develop parent-child activity projects, and used this as a lever to reconstruct the family education ecology. Activities include \”monthly theme activities\” and \”major holiday activities\”. For the monthly theme activities, we designed a project framework. First, determine the topic words. Combined with family life, we proposed thematic terms such as clothing, food, housing, transportation, listening, speaking, reading, writing, music, management, finance, thinking, etc., to explore the daily details of family life, leisure activities, cultural life and Educational activities. Secondly, draw up the project framework. Based on the subject words and parents’ needs, a project implementation framework was formulated (see Table 3). Finally, vote for the project. At the end of each month, the theme words are announced to parents, and parents vote for next month\’s project theme according to the order of implementation in their minds. Table 3 takes \”reading\” as an example. We divide a month into four consecutive small activities: reading with a place, reading with books, reading with people, and reading with methods. The first week of \”Reading in a Place\” is to guide parents and children to design and build a family reading corner together, create a good atmosphere for getting along with books, and make this place a place for family members to relax. The construction of the reading corner includes a \”hard environment\” and a \”soft environment\” to gradually cultivate family reading habits during the actions of parents and children. The second week of \”Reading with Books\” guides parents to discover their children\’s reading characteristics, habits, and problems, and try to solve them. At the same time, try to recommend books to family or friends and choose books for them. The third week of \”Reading for Someone\” is based on the \”reading circle\” theory, guiding parents to establish reading circles in their families, companies, and friends. The fourth week of \”Reading Methods\” provides parents with some reading methods and encourages parents to share some methods. Through such spiraling sharing of small topics, topics that parents are interested in are refined into actionable family activities and task drivers, harmonizing parent-child relationships and enriching family life in the process of \”doing\”. Every family is different. As the project progresses, we make adjustments to the families participating in the project and promote them in batches and in a focused manner. First of all, families who are willing and able to persevere will be given priority to become the first batch of allies. They not only need to complete the study, but also need to implement it personally and provide feedback to the project promotion group, or post photos or sort out the text. Secondly, provide a platform for the first batch of parents to become positive models in the class and encourage more parents toCourt joins. Major holidays are also an excellent opportunity to enhance parent-child relationships and reconstruct the family education ecosystem. Taking the Spring Festival as an example, the school designed and produced the \”Happy New Year, Landscape Dolls\” practical activity manual, which includes four sections: \”Raising Landscape Dolls\”, \”Welcoming the New Year with Lanterns and Colors\”, \”Prosperous Chinese Year\” and \”Spring Festival Nursery Rhymes\”. Take the \”Shanshui Dolls Raising Notes\” as an example. This is based on the concept of comprehensive development of moral, intellectual, physical, artistic and labor. It focuses on physical exercise, music singing, reading time, sleep management, housework and family fun, allowing parents to deepen their knowledge. Participate and interact with your children. In short, based on actual conditions, the school develops and implements training courses, organizes parent salons and carries out theme activities, strives to build a support system, empowers parents, helps them update their family education concepts, learn family education methods, enrich family education activities, and make the family education ecology more dynamic. Harmonious and warm.