家校共育能够整合多方资源，助力儿童成长。现有的家校共育由于错误观念、家校地位不平等、合作开展形式欠妥等原因，导致合作开展困难、效果欠佳。现有研究较少关注家校共育干预模式对家长家校合作能力以及家庭功能的提升作用。本研究就是在此基础上进行的家校共育干预对家长家校合作能力以及家庭功能提升作用的初步研究。

本研究在充分了解家长需求和面临困境的基础上，整合学校、家庭和社会三方资源，对家校共育干预进行了初步的探索。本研究通过开设家庭教育讲堂、建设家长学校，进行家校共育宣传、向家长传递青春期育儿知识，以提升家长家校合作能力与家庭功能。

采取方便取样的方法，共选取208名被试。对其开展为期三个月的干预，考查家长的家校合作能力及家庭功能是否得到显著提升。家校合作能力分为家师沟通、家校参与两个维度。家庭功能分为教育期待、对未来沟通、对学业沟通、父母忧虑、亲子功能失调五个维度。实验前后用同一份问卷收集前后测数据，利用SPSS对数据进行配对样本T检验以论证此次实验的有效性。

 干预后对被试家长按照总体、学历分组、性别分组、子女性别分组，分别检验干预对家长家校合作能力与家庭功能提升作用。经检验，以子女性别分组的被试出现了男生的家长对孩子教育期待显著上升，而女生的家长对孩子教育期待显著下降的情况。其余各分组以及被试总体在干预前后家校合作能力与家庭功能都没有发生显著变化。干预后，教师在家师沟通过程中感受到家长对孩子的关心与对沟通的兴趣提高，沟通氛围更轻松，自己的意见被家长更加重视。

本研究对家校合作的干预由于研究设计与实施过程存在不足，开展时间较短，未能显著提升家长的家校合作能力与家庭功能。但本干预结合了家校双方资源，提升双方的科学教养能力，同时注重提升家校双方的合作能力，构建良好家校关系，是对兼顾结构性目标与关系性目标的家校干预模式的初步尝试。本干预还发现家长对孩子的教育期待因孩子的性别不同而有差异，在未来研究中可以设计更严谨的实验对其进行论证。

Home-school co-education can integrate multiple resources to help children grow up. The existing home-school co-education is difficult and ineffective because of the wrong idea, the unequal status of home-school and the inadequate form of cooperation. Existing studies have paid little attention to the effect of home-school co-parenting intervention mode on parents' home-school cooperation ability and family function. This study is a preliminary study on the effect of home-school co-parenting intervention on parents' home-school cooperation ability and family function.

On the basis of fully understanding the needs and difficulties faced by parents, this study integrated the resources of school, family and society, and conducted a preliminary exploration of home-school co-parenting intervention. In this study, through the establishment of family education lecture halls, the construction of parent schools, the promotion of home-school co-parenting, and the transmission of adolescent parenting knowledge to parents, parents' home-school cooperation ability and family function are improved.

A total of 208 subjects were selected by convenience sampling method. A three-month intervention was conducted to examine whether parents' home-school cooperation ability and family functioning were significantly improved. Home-school cooperation ability was categorized into two dimensions: home-teacher communication and home-school participation. Family functioning was categorized into five dimensions: educational expectations, communication about the future, communication about schooling, parental worry, and parent-child dysfunction. The same questionnaire was used to collect pre and post-test data before and after the experiment, and SPSS was used to conduct a paired-sample t-test on the data to demonstrate the validity of this experiment.

After intervention, the parents of the subjects were grouped according to the overall group, educational background group, gender group and child gender group, and the effect of intervention on the improvement of parents' home-school cooperation ability and family function was examined respectively. According to the test, the parents' expectation of children's education increased significantly for boys, while parents' expectation of children's education decreased significantly for girls. There were no significant changes in the home-school cooperation ability and family function of the other groups and the subjects as a whole before and after intervention. After the intervention, teachers can feel parents' concern for children and interest in communication more during the communication process, the communication atmosphere is more relaxed, and their own opinions are paid more attention by parents.

The intervention of this study on home-school cooperation failed to significantly improve parents' home-school cooperation ability and family function due to the deficiencies in the study design and implementation process and the short duration of the study. However, this intervention combines the resources of both families and schools to improve the scientific education ability of both sides, and pays attention to improving the cooperation ability of both families and schools to build a good home-school relationship. It is a preliminary attempt to take into account the structural and relational goals of the home-school intervention model. This intervention also found that parents' educational expectations for their children differ according to their children's gender, and more rigorous experiments can be designed to demonstrate this in future studies.