近年来，随着社会的发展，人们的独立自主意识加强，婚姻问题逐渐凸显，一定程度上影响到了社会的和谐稳定发展，随之而来的生育问题、家庭教育问题也受到了广泛关注，婚姻关系的改善以及婚恋观的培养成为备受关注的热点问题，我国在婚姻教育的路上一直不断探索，不断尝试。C市作为三线城市，和一二线城市相比，工作生活压力较小，但其婚姻问题依然不容乐观。2020年，C市管辖下的H地区也成为首批国家婚俗改革试点，C市对婚姻问题的关注日益提高，关于该地婚姻家庭学校建设的研究将对我国婚姻家庭教育的发展提供一定的参考。

首先，本研究总结了我国目前存在的婚姻问题以及在婚姻家庭教育方面做过的有益尝试，如婚姻教育培训班，婚姻咨询中心、婚姻家庭教育工作室等等；并明确了婚姻家庭学校的概念，即婚姻家庭学校是将社会各方力量集合起来，共同打造一个可持续性提供专业婚姻教育的场所，以协同治理的方式来促进婚姻稳定，共建和谐社会。

其次，本研究以C市的婚姻家庭教育为例，运用深度访谈的方式，对该市的婚姻状况进行梳理，其中包括结婚离婚现状、婚姻问题原因探究、C市婚姻家庭教育的经验及不足等。整理了C市婚姻问题产生的三个主要原因：家庭原因、社会原因、婚姻观念影响；同时，分析了目前C市的婚姻家庭教育在政府和妇联、群众方面的有效经验以及在企业和高校方面存在的问题。

再次，在总结C市婚姻家庭教育状况的基础上，探讨协同治理视角下婚姻家庭学校建设的具体内容，从协同治理理论出发，梳理了协同治理的多元主体：政府、妇联、高校、企业和群众。并提出各方在婚姻家庭学校建设中应承担的责任：政府主要发挥导向性作用，提供政策支持；妇联发挥组织作用，调动一切资源积极配合宣传与教育；高校发挥教育作用，提供教育支持，同时辅助宣传；企业承担社会责任，婚恋企业发挥市场供给作用，发挥辅助教育及宣传功能；群众发挥宣传作用，主动参与。

最后，进一步对婚姻家庭学校的学习内容进行总结。为了保证学习效果及实现解决婚姻问题的根本目标，内容设置偏重实践性，且对不同群体的针对性要强。根据婚恋的三个时期分别安排恋爱教育、婚前教育、婚后教育，其中婚后教育作为重点内容又可以分为新婚期、磨合期和合作期。恋爱教育侧重正确恋爱观的培养，婚前教育侧重婚姻身份的转变、婚后双方权利义务的明确等，婚后教育据所处时期的不同分为新婚期如何保持新鲜感、磨合期如何良好沟通、合作期如何互相理解与体谅。学习内容的合理设置，也是婚姻家庭学校得以顺利开展的核心要素。

基于研究结论和我国当前婚姻现状，本研究提出整个社会的共同努力、各部门间的有效沟通、对协同治理视角下婚姻家庭学校建设的有效探索是促进社会和谐稳定的关键。

In recent years, with the development of the society, people have a stronger sense of independence. And some problems about marriage are becoming more and more prominent. It partly has affected the harmonious and stable development of society. At the same time, the following birth problems and family education problems are widely observed. The improvement of marital relationships and the cultivation of value on love and marriage are becoming hot topics. China is always exploring on the road to marriage and family education. As a third-tier city, C city has less stress in work and life compared with first-and second-tier cities. However, its marriage problems are unpromising. In 2020, the H district of C city became one of the first national marriage customs reform pilot area. So, there is growing concern about marriage in C city. The research about marriage and family education in this city will provide a reference for the development of marriage and family education in China.

Firstly, the research concludes some marriage problems in our country and some beneficial attempts about the marriage and family education in China, including marriage education training courses, marriage counseling center, the marriage and family education studio and so on. At the same time, the research put forwards the concept of the marriage and family school. The school is a place that provide continuously professional marriage education, which is shaped by social forces. It promotes marital stability in the manner of collaborative governance and build a harmonious society.

Secondly, the research takes the marriage and family education in C city as an example and uses in-depth interview to comb marital status about this city, including the variation trend about marriage and divorce rate, the analysis about marriage problems, the experience and insufficient about marriage and family education. Meanwhile, researcher combs three main causes of marital problems. It has family factor, social reason, and marriage concept. It also analyzes some effective experiences about government, the Women’s Federation, the masses, and it summarizes some problems about colleges, companies in C city’s marriage and family education.    

Thirdly, based on concluding the condition of marriage and family education in C city, it discusses concrete content about marriage and family education from the perspective of collaborative governance. Start from the theory of collaborative governance, it combs multiple bodies of collaborative governance: government, the Women’s Federation, the masses, colleges, and companies. The government plays a guiding role and provides policy support. The Women’s Federation plays an organizational role and mobilizes all resources to cooperate actively. Colleges play an education role and provide education support. Companies undertake social responsibility. Marriage enterprises play the role of market supply, and support education and publicity. The masses play a role in publicity and active engagement.           

Finally, it concludes learning contents of marriage and family education. To guarantee the learning effect and realize the fundamental goal of solving marriage problems, content settings should focus on practice and make it more targeted to different groups. According to the three periods of marriage and love, we can conduct love education, premarital and post marital education. As an important content, post marital education can fall into wedding date, run-in period, and cooperation period. Love education places emphasis on cultivating a correct view of love, and premarital marital education is the change of identity, rights, and obligations after marriage. The post marital education can be divided three aspects, which are how to keep fresh, communicate, and mutual understanding. Reasonable learning contents are also core factor that marriage and family School work smoothly. 

Based on research conclusions and marriage status in our country, the research raises some keys to social harmony and stability, including the joint efforts of the whole society, effective communication between different departments, an effective exploration of marriage and family School from the perspective of collaborative governance.