家长教育参与已成为普遍的社会现象，伴之以教育焦虑情绪的蔓延，对这一现象形成的历史脉络进行研究非常必要。本研究以山东省某县级市为个案，梳理了自20世纪50年代以来，我国家长教育参与的代际特征，研究发现：

集体化时代，家长在子女教育上表现出一种对公共学校整体托付型的参与状态：多数家长对子女的教育期望并不迫切，也无暇投入时间和精力，更多是托付给学校及教师，接受他们在子女教育上的安排。

去集体化时代，家长在子女教育上是一种从属服务型的参与状态：他们希望孩子能考中专、上大学；与学校教师及子女形成了相对松散的教育交往方式，互动少、频次低，通常以配合和服务的姿态进行教育支持。

进入21世纪以后，家长在子女教育上逐渐表现出一种全面卷入型的参与态势：家长期望孩子能够“学才兼备”，高度重视自己在实现教育期望中的责任；与学校、教育机构的教师及子女保持了日益紧密的教育交往，充分激活自身经济、社会和文化资源，全方位、高频次地介入教育、投身教育，教育参与阶层分化的特点也日益明显。

在梳理代际特征的基础上，论文深入分析了家长教育参与代际演变的特点、复杂的社会和教育成因及其影响，研究结论如下：

（一）家长教育参与代际演变，体现了“教育再家庭化”的特点。这里的“再家庭化”是指在现代教育发展过程中，随着教育竞争日益明显，家长开始将子女教育与家庭利益高度关联起来，再度调动家庭各项资源，参与子女教育资源配置、组织和实施，对子女教育及相关教育机构、系统的影响日益增强；这使得子女教育对家庭的依赖越来越明显，家庭也深刻感受到了子女教育带来的危机感、焦虑感与脆弱性等问题。

（二）家长教育参与的代际演变与社会变革进程和公共学校教育功能变化密切相关，是现代化进程中，家庭为应对社会原子化和教育公共性弱化而积极调试的结果。随着我国社会组织的变化，个体获得解放的同时，也面临原子化的问题，家庭成为个体重新嵌入社会的载体，并在少子化和老龄化的背景下形成了“恩往下流”的新家庭主义文化，凸显了子孙辈教育的重要性；面对公共教育变革和转型带来的教育公共性弱化这一现实，家长通过多种方式进行教育应对，助力子女的教育竞争。

（三）新一轮家长教育参与的影响是复杂的。一方面，它最大限度激活了家庭的教育资源和参与能动性，有助于提升家庭教育现代化和学校教育治理水平，蕴含了新教育秩序和公共教育重建的可能性。另一方面，家长教育参与既是教育消费，又是教育陪读劳作，加重了家庭经济负担，导致了家庭教育的异化，在家校“教育合谋”下，儿童的成长发展空间被消解，感受到前所未有的教育压力；家长教育参与还一定程度上挤压了学校教育生态，带来教师工作“弱教”（求安全化）和“懒教”（去责任化）的双重问题；它也在一定程度上增加了教育改革的成本，导致不平等社会结构的再生产。

Parent participation in education has become a common social phenomenon, accompanied by the spread of educational anxiety, it is necessary to explore the historical context of its formation. This study takes a county-level city in Shandong Province as a case, combs the intergenerational characteristics of parents' participation in education since the 1950s, and finds that:

In the era of collectivization, parents showed a state of overall entrustment to the participation of public schools in the education of their children: most parents did not have urgent education expectations for their children, nor did they have time and energy to invest in it. Instead, they trusted schools and teachers to accept their arrangements in the education of their children.

In the era of de-collectivization, parents participated in the education of their children in a state of subordinate service: they hoped that their children could go to a technical secondary school or university; It has formed a relatively loose educational communication mode with school teachers and children, with little interaction and low frequency, and usually provides educational support with the attitude of cooperation and service.

After entering the 21st century, parents gradually show a kind of all-involved participation situation in their children's education: parents expect their children to be able to "learn", attach great importance to their responsibilities in the realization of educational expectations; It maintains increasingly close educational contacts with teachers and children of schools and educational institutions, fully activates its own economic, social and cultural resources, and participates in education in an all-round and frequent way. The characteristics of education participation in class differentiation are also increasingly obvious.

On the basis of sorting out the intergenerational characteristics, this paper makes an in-depth analysis of the characteristics, complex social and educational causes and influences of parents' education in the intergenerational evolution. The research conclusions are as follows:

Firstly,the intergenerational evolution of parents' participation in education reflects the characteristics of "come to family again", that is, in the process of modern education development, parents have highly associated their children's education with the interests of the family, mobilized all the family resources again, and participated in the allocation, organization and implementation of children's education resources, making children's education more and more dependent on the family.

Secondly, the changes of Chinese social organizations liberate individuals, but also bring about the problem of social atomization. Families become the re embedded objects of individuals. Under the background of fewer children and aging, a new family culture of "kindness to the lower class" has been formed, which highlights the importance of the education of grandchildren; In the process of modern transformation of public education, the publicity of education is obviously weakened. Families respond to education by activating family education right, adopting strategies such as adaptation and resistance, and undertaking more children's education responsibilities, so as to help children's education competition.

At last, the influence of the new round of parental participation in education is complicated. On the one hand, it maximizes the family's educational resources and participation initiative, helps to improve the modernization of family education and the level of school education governance, and contains the possibility of new educational order and public education reconstruction. On the other hand, parents' participation in education is not only educational consumption, but also educational accompanying to study and work, which increases the family economic burden and leads to the alienation of family education. The participation of parents in education squeezes the ecology of school education to a certain extent, which leads to the dual problems of "weak teaching" and "lazy teaching" in teachers' work. It also increases the cost of education reform to some extent and leads to the reproduction of unequal social structures.