家庭學校關係：社會心理學觀點的初探

家校合作被認為是學校效能的重要指標之一，可惜有關的理論不多，學者也很少應用社會學和心理學的理論來研究。本文嘗試用三個社會心理學的理論，包括符號互動論、社會交換理論和參照群體理論，去探討香港的家庭與學校關係，並且作出一些文化上的考慮。初步研究顯示，符號互動論提供家校互動的理論基礎，社會交換理論能協助制訂家校合作的策略，而參照群體理論有助理解若干家校關係的現象。這三個理論對於探討家校關係都有一定的貢獻。
Home-school cooperation has been regarded as one of the important indicators for effective schooling. Unfortunately, the practices of home-school cooperation have been poorly informed by sociological and psychological theories. This article attempts to explore the home-school relations by using three important theories in social psychology, namely symbolic interactionism, social exchange theory and reference group theory. Cultural consideration has also been made. Preliminary examination shows that the symbolic interactionism provides the justification for teacher-parent interactions, the social exchange theory suggests strategies for home-school cooperation, and the reference group theory increases understanding of the phenomena of home-school relations. It appears that the three theories can contribute significantly to the understanding and development of home-school relations in Hong Kong. Copyright © 2000 The Chinese University of Hong Kong.