人际交往能力的获得是青少年走向成熟的重要标志。高中生尤其是高三学生，正处在人格和社会性发展的关键阶段。环境的改变，学习竞争和压力的增加，使他们逐渐减少了与他人的交往，与社会需要拉开了距离。 本文立足笔者所在学校的实际情况，借鉴已有对中学生人际交往的研究，采用问卷调查法和访谈法开展针对高三学生人际交往的研究。通过对调查问卷的统计分析，计算出了学生人际交往的总分、与老师和同学交往的得分及问卷其他维度得分。了解了高考临近、学业上压力空前、身心备受考验的高三学生人际交往的整体状况及存在的问题。分别描述了人际交往的整体特点，及同学、师生交往的特点，发现高三学生人际交往状况不太乐观，与同学交往状况好于与老师的交往，不同性别及快慢班的学生人际交往状况存在显著差异。住宿与否、独生子女与否、文理分班等也与人际交往状况有一定程度的相关。在此基础上结合访谈从学生自身、学校及家庭各方面对影响人际交往的因素进行了归纳，并以此为依据从提高交往能力、优化性格、参与学校人际交往环境构建及家庭氛围营造几方面提出了针对性的对策和建议，旨在使即将走向社会或走进大学校门的学生顺利适应角色的转换，做好必要的心理和行为上的准备。

Acquirement of interpersonal skills is a vital indicator for the teenagers’ becoming mature. High school students, especially the students in Grade 12, are in the key stage for personality forming and sociality development. But the changes in environment and an ever increasing competition and pressure of study make their intercourse with other people gradually decrease and they step away from social demands.Based on status of the senior high school in which the author works , with the reference to the previous studies on high school students’ interpersonal communication,the study is conducted among Grade 12 students by means of questionnaire and face-to–face interview.According to the statistical analysis of the questionnaire, this study reveals the interpersonal communication status as well as the exiting problems of the students in Grade 12, who are under the huge pressure both physically and mentally from the college entrance examination and hard schoolwork. By describing the general features of interpersonal communication, student-student communication, and student-teacher communication, great divergences are found between genders and classes. Whether to board in school or not, whether to be the only child and whether to study liberal arts or science all influence students’ communication in various degrees. Combined with interviews ,the study sums up the facors that influence their relationships from students themselves,the school and the family, and effective strategies and approaches are proposed on improving social skill, optimizing personality, paticipating in building the environment of interpersonal communication in school and creating a family atmosphere, aiming at assisting the students in Grade 12 to adapt to the role transformation successfully, and prepare themselves psychologically and operationally.