2021年颁布实施的《家庭教育促进法》从法律层面明确了父母作为儿童成长第一责任人的主体地位，将家庭教育提升为关乎国家民族发展潜力与未来命运的大事。我国教育部出台“家校社一体化”教育政策，正是对该问题的现实关照。从“家事”变成“国事”以后的家庭教育，亟需一批具有专业素养和爱心的专业队伍来为家长有效进行家庭教育提供服务与支持。组建和保障高质量家庭教育支援队伍，是建构良好家庭教育体系的关键。

日本从本世纪初开始积极推动家庭教育支援政策，特别是日本各地利用本地资源组建并推出的“家庭教育支援队伍”，针对本地的特殊需要，为当地家庭提供专业性育儿支援，其经验和教训可作为我国的他山之石。本研究系统梳理日本家庭教育支援队伍兴起和发展的脉络，分析《关于家庭教育支援的具体推进对策》《访问型家庭教育支援人员指南》《家庭教育支援队伍指南》三个以家庭教育支援队伍为核心的系列政策，指出这些政策分别针对的问题和政策理念。在此基础上，从队伍的人员保障机制和活动保障机制两方面阐明日本家庭教育支援队伍政策的实施机制，再结合典型案例具体考察队伍在支援行动中的保障、活动及成效。

研究发现，日本家庭教育支援队伍政策的人员保障机制体现在拥有层级明确的人才培养过程、动态更新的队伍登录制度、规划完备的队伍组建模式；在活动保障方面显示出避免纵向分割的合作模式、稳定的资金保障制度以及讲求特色与实效的评估机制等特征。在活动实施过程中，日本的家庭教育支援队伍采取访问型、讲座型、据点型及综合型等支援形式，通过构建地区层面信赖关系、为家长提供学习机会、建立家长专属交流场地、打造育儿友好型地区环境等多种方式，充分发挥了日本各地区的人才力量。这种由当地人向身边的家长提供多样支援的模式，既节省了人力资源，还解决了各地区家庭教育方面实际问题。本文认为，日本家庭教育支援队伍政策的实施呈现出较强的自主性、灵活性、协调性和有序性特点，在重视差异化需求调查与专家研讨、全社会联动支持家庭教育、突出典型推广地方优秀案例、完善家庭教育服务专业人才培养体系等方面为我国提供了一定的启示和借鉴。然而，尽管日本家庭教育支援成效显著，依旧尚未解决诸如父职缺失、女性育儿压力过大、家庭教育经济负担重等现实问题。仍需紧密贴合时代背景，在社会发展大环境下探索创新家庭教育支援手段，切实改善家庭教育环境。

The Family Education Promotion Law, promulgated and implemented in 2021, legally clarifies the principal position of parents as the first person responsible for children's development, elevating family education to a major issue concerning the development potential and future destiny of the country and the nation. It is the realistic consideration of this problem that the Chinese Ministry of Education has put forward the policy of home-school community integration. After "family affairs" becomes "state affairs", family education needs a group of professional team with professional quality and love to provide services and support for parents to effectively carry out family education. The formation and guarantee of high-quality family education support team is the key to construct a good family education system.

Since the beginning of this century, Japan has been actively promoting family education support policies. In particular, the "family education support teams" established and launched with local resources in various parts of Japan provide professional parenting support to local families based on their special needs. Their experiences and lessons can be used as a reference for our country. This study systematically combs the context of the rise and development of family education support teams in Japan, analyzes three series of policies with family education support teams as the core, namely "Specific Countermeasures for promoting Family Education Support", "Guidelines for Visiting Family Education Support Personnel" and "Guidelines for Family Education Support Teams", and points out the problems and policy concepts targeted at by these policies respectively. On this basis, the implementation mechanism of the family education support team policy in Japan is illustrated from two aspects: the personnel support mechanism and the activity support mechanism, and then the support, activities and effects of the support team in the support action are investigated in detail by combining with typical cases.

It is found that the personnel guarantee mechanism of Japanese family education support team policy is embodied in the personnel training process with clear hierarchy, the dynamic updated team entry system, and the well-planned team formation mode. In the aspect of activity guarantee, it shows the characteristics of cooperation mode avoiding vertical division, stable fund guarantee system and evaluation mechanism emphasizing characteristics and effectiveness. During the implementation of the activity, the family education support team in Japan took the forms of visiting, lecturing, site and comprehensive support, and gave full play to the talents of various regions in Japan by building trust relationships at the regional level, providing parents with learning opportunities, establishing special communication venues for parents, and creating child-friendly regional environments. This model, in which local people provide diverse support to their parents, saves human resources and solves practical problems of family education in each region. This paper believes that the implementation of Japanese family education support team policy presents strong autonomy, flexibility, coordination and ordinal characteristics. In the emphasis on differentiated demand investigation and expert research, the linkage of the whole society support family education, highlighting typical promotion of local excellent cases, improving family education service professional talent training system and other aspects to provide some enlightenment and reference for our country. However, despite the remarkable effect of family education support in Japan, practical problems such as lack of paternity, excessive pressure on women to raise children, and heavy economic burden of family education have not been solved. It is still necessary to closely match the background of The Times, explore innovative means of family education support under the environment of social development, and effectively improve the environment of family education.