摘要：现代教育理论当中有这样一种观点：作为学生的两大教育资源家庭教育和学校教育对学生的成长发展起到极其重要的作用。如何使得家庭教育和学校教育有效结合起来，这也就是为什么家校沟通一直是教育研究中不可忽视的内容。与此同时，2015年来我国教师资格制度改革，大量师范生和非师范生进入小学教育行业，为小学教师注入新的活力。但是教龄三年内小学教师基本上为“90后”，90后教师群体身上拥有与教龄年长老教师所不同的特征，这些特征在家校沟通上有鲜明的优势、劣势，如何充分发挥其优势，尽可能避免劣势带来的不好影响，是一个急需研究的问题。

本研究调查了杭州市西湖区某小学教龄三年内教师和其他教师的家校沟通现状，通过沟通的态度与意义、内容、频率、方式、影响因素、实施措施六个维度发现问题，分析原因，进而提出一定的改善3年内新教师家校沟通问题的建议。

Abstract：In the modern education theory, there is a view that the two education resource families, education and education, play an extremely important role in the growth and development of students. How to effectively combine education and education in school, which is why school communication has always been an important part of education research. At the same time, in 2015, China's teacher qualification system reform, a large number of normal students and non-normal students enter primary school education industry, to inject new vitality for primary school teachers. But over the past 3 years primary school new teachers basically as the "90 after", after the 90 teachers group possessed with school age older and old teachers have different characteristics, these characteristics  at home school communication has distinct advantages and disadvantages, how to give full play to its advantages, as far as possible to avoid disadvantages bring bad effects, one is an urgent need to study the problem.

This study investigated the hangzhou lake a primary school teachers and other teachers' experience three years parent-school communication present situation, through communication, frequency, methods, influencing factors of the content of the four dimensions found the problem, analysis the reason, put forward some new teachers to improve three years parent-school communication problem.

关键词：小学家校沟通； 教龄三年内教师； “90 后”教师： 改善建议

Keyword: Primary school communication ； Teachers within three years of teaching；Post-90s teacher: improvement suggestion

目录

一、绪论 6

（一）研究背景与意义 6

1.选题背景 6

2.理论意义 6

3.实践意义 6

（二）概念界定 7

1.家校沟通 7

2.教龄三年内教师 7

（三）国内外相关研究 7

1.关于家校沟通内容与形式的研究 7

2.关于教师在家校沟通中存在问题的研究 8

3.关于“90后”小学新教师特征的研究 8

（四）研究设计 9

1.研究对象 9

2.研究内容 9

3.研究方法 9

二、小学教龄三年内教师家校沟通现状和存在的问题