本研究旨在探索青春期性教育对高中生异性交往心理问题的影响，并发展出一套针对北京市某中学的青春期性教育校本课程方案，进而评价此方案的实施成效。本研究从高二年级中选择异性交往心理问题水平最为接近的两个班接受课程干预，随机选定其中一个班为实验组（25人），另一个班为对照组（23人）。课程介入前一周两组学生接受“青少年异性交往心理问题问卷”作为评量实验效果的基准。实验组参与为期八周，共16个课时的青春期性教育校本课程，对照组则不接受任何实验处理。实验结束后，进行实验组与对照组之比较，以了解两组在实施性教育后异性交往心理问题改变的状况，并结合研究者的教学心得探讨学生对课程的评价。所得资料以问卷法为主，辅以访谈法和观察法，得到研究结论如下：1、本研究所设计的青春期性教育校本课程对高二实验组学生的异性交往心理问题总体上呈现正向的影响。其中，课程介入对青少年异性交往中出现的退缩性人格、偏执和过度防卫心理问题的改善效果显著；对青少年异性交往失调心理中的方式不当、过分关注、内部动机不当、规范失调问题也起到一定的改善作用，但是对择友标准失调和外部动机不当影响并不显著。2、在课程整体满意度方面，有95.9%的实验组学生对课程整体感到满意，并期待研究者未来能继续施行。（1）在课程有效性方面，实验组学生普遍认为课程整体对改善异性交往心理问题有帮助。八个主题中，除去性别角色与刻板印象认可率稍低于半数，为41.7%，其余七个主题内容的有效性均率均远超半数，尤其是青春期异性交往的技巧、婚前性行为和避孕这两个主题有效性的认可率超过七成，分别为75.0%和70.8%。（2）在教学方法方面，实验组学生表示最爱视频教学法，其支持率为79.2%。案例法、游戏法、讲授法、实操和模型观察法的认可率也超过了半数。但是，讨论法、知识竞赛法、实践训练、经验分享、辩论赛和角色扮演法的认可率均低于半数。其中角色扮演法的认可率最低，仅为20.0%。而辩论赛和讨论法紧随其后，认可率约为30%。（3）实验组学生普遍认为本课程对他们今后在异性交往的很多方面都有帮助。其中帮助最大的为以下几个方面：增进了对不同性别生理、心理差异的理解，明确了应该慎重决定婚前性行为，掌握了有效的避孕知识，学会了更好地与异性相处的方法，能够更好地处理青春期对异性的情感。

The purposes of this study were to assess the effect of the puberty sex education on the mental problem of high school students’ opposite sex company. This study also contributed to the development of a school-based curriculum for the one middle school in Beijing, and to understand the evaluation of the experiment group students for this sex education program.This study adopted the “nonequivalent control group pretest-posttest design”. Two classes of Senior Two were purposely selected as samples and randomly devided into two parts, one as the experiment group(n=25)and the other as the control group(n=23). Before the proceeding of the sex education program, both two groups had taken the “mental problem of adolescent opposite sex company questionnaire” as a pre-test. Then the students of experiment group participated in a series of Sex Education curriculums which took 16 hours in total 8 weeks. After the intervention, all groups took a post-test. The conclusion was drawn based on the similarities and differences of these two groups in understanding how the students changed after the introduction of the sex education course, the curriculum evaluation of students and the teaching experience of researchers.The data was analyzed by using adopted the questionnaire, complementing with the interview method and observation method. The results of the study were as follow:1. This sex education school-based curriculum could significantly improve the mental problem of high school students’ opposite sex company. Among them, cower personality, over defence, crankiness and the incorrect inside motives, incorrect behavior ways, concentrating on the opposite sex and standard misguiding of company misguiding appeared significant change. But the effect of this curriculum on the incorrect outside in the experimental group indicated that they enjoyed the course and thought the course was interest motives and misguiding on choosing friends of company misguiding was not significant.2. Overall, 95.9% of the participants in the experimental group indicated that they were satisfied with the course, and looked forward to future researchers can continue to perform .（1） In terms of the validity of this curriculum, on the whole, the students of the experimental group were generally accepted that courses were helpful to improve the mental problem of opposite sex company. Among the eight themes, excepting that only 41.7% of students liked the gender role and stereotype, the rate of the acceptance of the other seven themes are more than half. Especially more than 70% of students especially enjoyed the skill of opposite sex company（75.0%）, premarital sexual behavior and contraception（70.8%）.（2） In terms of teaching method, the students of the experimental group liked video method most. Then more than 50% of students also liked case method, game method, teaching method and practice and model method. However, less than 50% of the students liked discussion method, knowledge contest method, practical training, experience sharing, debate, and role-playing method. The rate of role-playing method was the lowest, only 20.0%. The rate of debate and discussion method were also only about 30%.（3） The students of the experimental group were generally believed that the curriculum would be helpful to many aspects of their opposite sex company in the future. The most helpful aspects were as follow: Firstly, they could understand physiological and psychological differences of opposite sex. Secondly, they began to know how to decide the premarital sexual behavior. Thirdly, they mastered the effective contraceptive knowledge. Finally, they learned some better ways to develop a comfort with the opposite sex and would deal with their emotion to the opposite sex better.