摘    要教育由学校、家庭和社会三方面共同组成,学生身心的健康发展,必须有家庭和学校两方面的支持。家庭和学校在儿童成长过程中是最重要的教育场所，家长和教师各担任着不同的教育责任。培智学校家校合作就是使家长和学校合力，共同为特殊儿童的健康发展谋福利。家长尽全力支持学校的教育工作，学校尽可能帮助家长解决教育难题。所以，家校合作能否顺利开展很大程度上影响了儿童的健康发展。

在文献分析和前期调查访谈的基础上，本研究自编培智学校家校合作问卷，通过分析培智学校家校合作现状及存在的问题，结合对特殊儿童家长及教师的访谈结果，分析总结了影响培智家校合作的因素，提出改善培智学校家校合作的对策，这对提高家校合作质量、促进特殊儿童健康发展，都具有重要作用。89623

研究结果表明：

1、目前绝大多数教师和家长都持有正确的家校合作观念，家长家校合作认同度高于教师。不过在具体的实践层面，家长的参与程度低于教师，家校合作缺乏计划性，合作内容片面，合作形式单一且流于形式。

2、影响家校合作的主要有内在因素与外在因素。内在因素包括教师和家长自身、合作双方之间的关系；外在因素包括学校管理、缺乏支持保障。

为此，本研究从家长、教师两个方面对家校合作的现状及其影响因素进行分析，并提出建议：家长抛弃传统思想，抛开配角的角色，努力成为家校合作中的主体地位；教师要努力改进自己的沟通技巧，积极主动地和家长进行沟通；同时尽量在家校合作中多投入一些时间和精力。学校要帮助教师尤其是年轻教师提高家校合作技能，提高沟通技巧，帮助教师更好地处理与家长的关系。

毕业论文关键词：家校合作； 培智学校； 意见建议

Abstract Education was composed of school、family and society, Students' development of physical and mental healthily, cannot leave two the support and cooperation of the family and school。Family and school is the most important places of education in the process of child development,partents and school teachers undertake the different family education and school education responsibilities。 school for the Mentally Retarded’s school-home cooperation is a process which joints the mental retardation children'shome education and school education together,i t not only has accordant cultivation goals, but also it represents home's all-round supports to school education work，and school do its best to help partents solve the home education problems。Therefore,it is important to found a favorable school-home relationship to facilitate the mental retardation children’s development。

Based on literature reviews and previous interview,this study drew up teachers and parents questionnaire on school-home cooperation ofschool for mentally retarded。Through analyzed its situation and problems ,combined with the resuts of “influence factors on school-home cooperation”,this study analyzed the influence factors,and proposed improvement measures on school-home cooperation。It is significant to promote mental retardation children’s physical and mental health。来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766

The study results indicate:

 (1)A majority of teachers and parents have correct school-home cooperative idea at present。Parents’agreemeng on school-home cooperation is higher than teachers。While on the aspect of practice,parents’involvement degree is low。School-home cooperation is lack of plans,its contents are one-side,and the cooperation forms are single and mere formalities。

 (2)The main influence fsctors on school-home cooperation are intrinsic and external。The intrinsic factors include teachers and parents themselves and the relationship of two sides;the extermal factors include school managements and support ensure。