本研究旨在探讨基于家校合作的高中生生涯发展方案的干预效果，考察干预前后学生、家长在各生涯发展相关指标上的改变，并探讨其有效成分。研究通过让父母参与高一学生的生涯辅导课程，采取家长讲座、亲子互动活动、学生生涯课程以及生涯体验等形式，试图提升高一学生的生涯适应力，减少其生涯困扰。干预课程共10次，选取北京某中学高一年级4个行政班共108名学生作为被试，通过随机的方式分为2个实验组以及2个对照组。实验组采用基于家校合作的生涯规划课程进行干预，对照组采取普通的心理健康课程（包含一般的生涯课程）。实验组的110名父母接受家长部分的干预。干预效果使用生涯困扰、生涯适应力、亲子生涯一致性、父母支持效能感、父母生涯卷入等几个变量在前测、后测、追踪的数据结果进行评估。 研究结果表明： （1）生涯困扰与生涯适应力、亲子生涯一致性显著负相关,与父母生涯卷入（干预）、显著正相关。生涯适应力与父母支持效能感、父母生涯卷入（支持）之间显著正相关，与父母生涯卷入（不理会）显著负相关。 （2）前测数据显示，实验组和对照组不存在显著差异，对照组在生涯适应力、父母支持效能感、亲子生涯一致性的均分上高于实验组，生涯困扰均分低于实验组；后测数据显示，实验组父母支持效能感、亲子生涯一致性、生涯卷入（支持）的均分高于对照组，生涯困扰均分低于对照组，生涯适应力显著提高；对照组在后测中亲子生涯一致性水平提高，但在追踪数据中，对照组的生涯一致性均值水平低于前测均值水平。 （3）实验组父母在父母支持效能感、亲子生涯一致性及生涯卷入（支持）、生涯卷入（干预）上较干预前有显著的提高，生涯卷入（不理会）的水平显著降低，父母部分干预有效。 （4）追踪数据显示实验组成员在各变量上的水平与前测不存在显著差异，干预效果未能维持。 （5）学生感知到的父母父母支持效能感的提高，能够降低学生的生涯困扰。 （6）从访谈结果以及课程的过程性资料分析中可知，学生干预方案中《大学专业》、《我的性格》、《亲子冲突之感受》《亲子冲突之解决》几节课的效果最明显。家长干预方案中家长讲座、微信推送、《亲子沟通信息卡》的效果较为明显。 家校合作视角下的高中生生涯课程方案干预提供的方法能够促进亲子沟通，提高生涯一致性程度，进而提高学生的生涯适应力，降低生涯困扰。

The purpose of this study was to explore the intervention effects of high school students' career development programs based on home-school cooperation, to examine the changes in students' life-related indicators before and after intervention, and to explore their effective components in order to enrich the study of high school career intervention. The study aims to improve the career adaptability of high school students and reduce their career difficulties by allowing parents to participate in the career counseling course of high school students, taking parental lectures, parent-child interaction activities, student career courses and career experiences. A total of 9 intervention courses were conducted. A total of 108 students from 4 senior administrative classes in a high school in Beijing were selected as subjects. They were randomly divided into 2 experimental groups and 2 control groups. The experimental group intervened in a systematic (integrated school, parent) career planning course, and the control group took a general career intervention course. The 110 parents in the experimental group received intervention from the parental part. The intervention effects were evaluated using pre-test, post-test, and follow-up data using several variables such as Career adaptability, career maturity, parental expectation, and parental life consistency. Research indicates: (1) Career distress and career resilience, career consistency is significantly negatively correlated, and is significantly positively correlated with parental involvement (intervention). There is a significant positive correlation between career resilience and parental support effectiveness, parental involvement (support), and a significant negative correlation with parental involvement (disregarding). (2) The pretest data showed that there was no significant difference between the experimental group and the control group. The control group had higher scores in career resilience, parental support efficacy, and parent-child consistency than the experimental group, and the career disability was lower than the experimental group; The measured data showed that the parents in the experimental group supported the efficacy, parent-child consistency, and career involvement (support) were higher than the control group, the career disability was lower than the control group, and the career resilience was significantly improved; The level of consistency in the middle-parent life was improved, but in the tracking data, the mean value of the life consistency of the control group was lower than the average of the previous test. (3) Parents in the experimental group had significant improvement in parental support efficacy, parental career consistency and career involvement (support), career involvement (intervention), and prior to intervention. Career involvement (disregarded) The level of the study was significantly reduced, and part of the parental intervention was effective. (4)The tracking data showed that there was no significant difference between the experimental group members in the variables and the pre-test, and the intervention effect could not be maintained. (5) The improvement of parents' perceived parental support effectiveness can reduce the student's career distress. (6) From the interview results and the process data analysis of the course, it can be seen that the “university major”, “college life”, “feeling of parent-child conflict” and “solution of parent-child conflict” in the student intervention program are most effective. The parental lecture in the parent intervention program, the effect of the “parental communication information card” is more obvious. The high school students' career curriculum intervention from the perspective of home-school cooperation can promote parent-child communication and improve career consistency, thereby improving students' career adaptability and reducing career distress.