1996．第4卷第1及2期（Vol. 4 Nos. 1 & 2）．pp. 2742
The Concept of Total Home-School Cooperation
鄭燕祥、譚偉明、張永明（Yin-Cheong CHENG, Wai-Ming TAM, & Wing-Ming CHEUNG）
在目前世界各地的教育改革中，雖然家校合作已成為重要焦點， 但由於忽略其複雜性，實踐的效果往往有限。本文目的在發展一個整全性家校合作的綜合構想，以助目前的政策討論、有效實踐管理及進 一步研究。整合性家挍合作包括兩方面：家長參與學校教育及學校支持家庭教育，並涉及多層面（個人、小組、全校）、多範疇（情意、 行為及認知）及社區的支援。整合性家校合作的特性和功能與傳統運作頗為不同，對學生教育較為全面而有效，並對長遠的學校效能較有貢獻。
Even though home-school cooperation is an important concern in ongoing education reforms in both local and international contexts, the ignorance of its complicated nature has set a tight limit to the effectiveness of its implementation and practice. This paper aims to develop a comprehensive conception of total-home school cooperation that can facilitate ongoing policy discussion, effective implementation and management, and further research. The total home-school cooperation includes two basic aspects: parental involvement in school education and school support in family education and is conceptualized in multi-levels (such as individual, group, and school levels) and multi-domains (such as affective, behavioral, and cognitive domains) with the support from the community. Its characteristics and functions are very different from the traditional practices. It should be more comprehensive and effective to student education and can make more contribution to long term school effectiveness.