图书在版编目（OCLC）数据
家校协同视角下高中班主任心理干预机制研究｜刘文静 主编. --前沿科学出版社 2025.05. ISBN:979-8-9591-3724-3
Ⅰ.①家…Ⅱ. ①刘…Ⅲ.①新时代家校协同与班主任心理干预的现实图景②相关理
论基础…
图书馆 OCLC 数据核字（2025）第 号
书 名：家校协同视角下高中班主任心理干预机制研究
JIA XIAO XIE TONG SHI JIAO XIA GAO ZHONG BAN ZHU REN
XIN LI GAN YU JI ZHI YAN JIU
出版发行：前沿科学出版社
社 址：37 Hougang Avenue 7, #15-05 Evergreen Park, Singapore
邮 编：538803
开 本：188mm×265mm 1/16
印 张：16
字 数：230 千字
版 次：2025 年 5 月第一版
印 次：2025 年 5 月第一次印刷
书 号：979-8-9591-3724-3
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。
Worldcat: https://www.worldcat.org/
Ebsco: https://research.ebsco.com/
Crossref: 10.32629/9798959137243