中国电化教育

柯林斯的互动仪式链理论提出的身体在场、局外人设限、共同关注的焦点、共享情感等互动仪式的四大要素，对于分析和解决家校合作问题具有重要的指导意义。家校合作可以看作是微观情境中家长和教师之间展开的互动仪式。运用互动仪式链理论透视家校合作参与主体的互动过程机制，可以发现现实中一些内隐性的困境，即家校合作的主体异质导致共同关注的焦点模糊，家校互动不良导致参与主体之间积极情感共享缺失，家校“虚拟”合作导致参与主体身体在场不足，家校合作形式化导致参与主体之间的互动仪式缺乏实效。基于此，通过构建家校育人共同体，增进家校积极情感共享，营造家校沟通际遇，完善家校合作制度化建设等路径，有效破解家校合作困境。

Collins' s theory of interactive ritual chain puts forward four elements of interactive ritual, namely physical presence,outsiders' setting limits, common focus of attention, and shared emotions, which have important guiding significance for analyzing and solving the problems of home-school cooperation. Home-school cooperation can be regarded as an interactive ceremony between parents and teachers in a micro situation. Using interactive service chain theory perspective parent-school cooperative participation main body interaction mechanism, can be found in some hidden trouble, namely the main body of parent-school cooperative heterogeneous lead to common focus blur, interaction between family bad result in lack of positive emotions Shared between participation main body, home school “virtual” cooperation lead to insufficient participation main body is present, The formalization of home-school cooperation leads to the lack of practical effect in the interactive ceremony between the participants. Based on this,the dilemma of parent-school cooperation can be solved by constructing the community of parent-school education, promoting the positive emotion sharing, creating the communication opportunities, and improving the institutionalization of parent-school cooperation.