在中国高等教育大众化的背景下，文凭的贬值进一步催生了教育焦虑。越来越多的家庭选择在学校教育之外通过精心陪伴孩子学习的形式来为孩子的学习助力。通过质性研究方法，本研究对浙江省台州市一所高中的8个陪读家庭的家长进行了深度访谈，辅以参与式观察，重点考察陪读实践中家庭的日常陪读安排及家庭选择陪读背后的动力机制，并分析陪读中的分工与合作策略及其中所蕴含的家庭政治。

研究发现，第一，陪读家庭的时间安排具有明显的理性化特点，参与陪读的家庭成员会内化一种结构化的时间感，以孩子的日程为中心安排整个家庭的时间。家庭在周末与寒暑假的闲暇时间与空间往往会被各类培训班的赶场行程所形塑。第二，陪读的动力机制主要有三方面：一是陪读家长自身对于教育竞争的洞察与教育期望的传递；二是陪读家庭对于家族内榜样人物的教育目标借用；三是对于孩子自律性的规训与管束。第三，陪读的分工形态大致可分为单方陪读，合作陪读与隔代陪读，基于家庭利益最大化的前提下挑选合适的家庭成员承担具体的陪读工作或是延续过往的家庭分工习惯。陪读中的合作则会基于家庭成员各自的性格能力以及时间的灵活性，在协商基础上形成运行有序的陪读格局。精细的合作陪读能够强化家庭成员间的联结感，隔代陪读则进一步体现着下行式家庭主义与代际团结。

With the development of higher education in China, the devaluation of diplomas gives rise to serious educational anxiety. More and more families are choosing to help their children with their studies by carefully accompanying them outside of school. The article studies 8 accompanying families in a high school in Taizhou, Zhejiang province in empirical method. It examines the daily arrangement in these families, explores the reasons why these families chose to accompany the students，analyzes the division of labor and cooperation strategies.

 It is found that firstly the time arrangement of these families is obviously rational. The family members internalize a structured sense of time and arrange the time of the whole family，centering on the children's schedule. Families' leisure time and space at weekends and summer or winter vacations are often shaped by the trips of various training classes.

Secondly, the dynamic mechanism of accompanying students mainly includes three aspects: first, parents' own insight into educational competition and the transmission of educational aspiration; Second, the educational goals are borrowed by the family's role models; Third, it is for the discipline for children.

Thirdly, the division of labor of accompanying students can be roughly divided into three types：unilateral accompanying, cooperative accompanying and intergenerational accompanying. In general, appropriate family members are selected to undertake specific accompanying work or just keep the past habit of family division of labor. It is based on the best interest of the family. The cooperation in accompanying students is based on the personality and time flexibility of family members and form an orderly pattern of accompanying practice after adequate negotiation. Excellent cooperative accompanying practice can strengthen the sense of connection between family members. And intergenerational accompanying can strengthen intergenerational unity and show the downward familism.