在教育生态深刻变革的新时代背景下，高中生心理健康问题日益凸显，成为社会
各界广泛关注的焦点。学业竞争的加剧、信息化浪潮的冲击以及社会转型期的复杂影
响，使得高中生面临前所未有的心理压力，抑郁、焦虑等心理问题频发。在此背景下，
家校协同育人不仅是落实国家教育政策的战略要求，更是满足学校与家庭教育实践融
合的迫切需求。班主任作为学生在校的主要管理者和引导者，在学生心理健康教育中
扮演着独特且关键的角色，但当前其心理干预工作面临着资源有限、专业能力不足等
现实困境。
本书以心理健康教育理论、家校合作理论和心理干预相关理论为基础，深入剖析
家校协同现状，包括传统与信息化沟通模式的优劣、家长参与教育程度及其影响因素，
以及家校协同存在的制度性和文化性问题。明确班主任在学生心理健康中的守护者、
桥梁和早期发现者角色，界定其心理干预职责范围，针对面临的挑战，构建涵盖预警、
实施、评估与反馈的心理干预机制，并提出加强家校沟通、开展家长培训、共同组织
心理干预活动等实践策略。研究成果不仅完善了家校协同心理干预的理论体系，明确
了班主任角色与职责，提出了切实可行的实践策略，同时也指出了研究在样本范围和
理论实践结合深度上的不足，为后续研究指明方向，对推动家校协同心理干预的制度
完善、班主任专业能力建设以及教育实践常态化发展具有重要的理论价值和现实指导
意义。
第一章 新时代家校协同与班主任心理干预的现实图景 ··································1
第一节 教育生态变革与学生心理问题凸显 ··········································· 1
第二节 家校协同育人的政策导向与实践诉求 ········································ 6
第三节 班主任心理干预的独特价值与现实困境 ····································13
第二章 相关理论基础 ·············································································· 19
第一节 心理健康教育理论 ·································································· 19
第二节 家校合作理论 ····································································· 28
第三节 心理干预相关理论 ······························································· 36
第三章 家校协同现状剖析 ····································································· 46
第一节 家校沟通模式 ····································································· 46
第二节 家长参与学校教育程度 ························································· 54
第三节 家校协同存在的问题及原因 ···················································63
第四章 高中班主任心理干预角色与职责 ······················································72
第一节 高中班主任在学生心理健康中的角色定位 ····································72
第二节 心理干预职责范围 ·································································· 89
第三节 面临的挑战与困境 ·································································108
第五章 心理干预机制构建 ·······································································126
第一节 预警机制 ·············································································126
第二节 干预实施机制 ·······································································144
第三节 评估与反馈机制 ····································································164
第六章 家校协同干预实践策略································································ 183
第一节 加强家校沟通的策略 ······························································183
第二节 家长培训与指导 ····································································198
第三节 共同开展心理干预活动 ·························································· 210
第七章 结论与展望 ················································································219
第一节 研究成果总结 ·······································································219
第二节 研究不足与展望 ····································································227
第三节 对教育实践的建议 ·································································233
参考文献······························································································· 240
第一节 教育生态变革与学生心理问题凸显 ··········································· 1
第二节 家校协同育人的政策导向与实践诉求 ········································ 6
第三节 班主任心理干预的独特价值与现实困境 ····································13
第二章 相关理论基础 ·············································································· 19
第一节 心理健康教育理论 ·································································· 19
第二节 家校合作理论 ····································································· 28
第三节 心理干预相关理论 ······························································· 36
第三章 家校协同现状剖析 ····································································· 46
第一节 家校沟通模式 ····································································· 46
第二节 家长参与学校教育程度 ························································· 54
第三节 家校协同存在的问题及原因 ···················································63
第四章 高中班主任心理干预角色与职责 ······················································72
第一节 高中班主任在学生心理健康中的角色定位 ····································72
第二节 心理干预职责范围 ·································································· 89
第三节 面临的挑战与困境 ·································································108
第五章 心理干预机制构建 ·······································································126
第一节 预警机制 ·············································································126
第二节 干预实施机制 ·······································································144
第三节 评估与反馈机制 ····································································164
第六章 家校协同干预实践策略································································ 183
第一节 加强家校沟通的策略 ······························································183
第二节 家长培训与指导 ····································································198
第三节 共同开展心理干预活动 ·························································· 210
第七章 结论与展望 ················································································219
第一节 研究成果总结 ·······································································219
第二节 研究不足与展望 ····································································227
第三节 对教育实践的建议 ·································································233
参考文献······························································································· 240
刘文静，女，1980 年 2 月出生，汉族，重庆市璧山人，曾任职于重庆师范大学涉
外商贸学院，现就职于重庆市鲁能巴蜀中学校。中学一级教师，博士研究生学历，研
究方向为教育管理。从教 20 余年，从事班主任工作 10 年，曾多次被评为校级优秀班
主任以及重庆市江北区优秀班主任。曾出版过《英语阅读改革》(合著)，发表过《破
茧声之声---个性化生命教育的觉解》（获全国优质教育科研成果展评一等奖）、《浅
谈柔性化管理在高中班级管理中班级中的应用方法》、《基于新课改背景下的高中英
语教学策略思考》、《刍议培养高中生反思习惯的英语教学策略》等多篇论文。