Abstract: Family and school are two core systems for student development.National policies,educational practices,and empirical research all emphasize the importance of home-school cooperation.Through an in-depth analysis of previous definitions,development history,theories,and research on home-school cooperation,this paper reveals the limitations of previous theories and research and proposes “The Bidirectional Interaction Model of Home-School Cooperation and Child and Adolescent Development”.This model integrates factors at four levels,the family and school level,the home-school cooperation level,the bidirectional interaction level (parent-child and teacher-student interactions),and child and adolescent level,into a theoretical model.It points out that family and school factors influence home-school cooperation,which in turn affects the bidirectional interaction level (parent-child and teacher-student interactions),and finally affects the development of children and adolescents.Conversely,children and adolescents development can also influence bidirectional interactions,subsequently affecting home-school cooperation and,finally,families and schools.Home-school cooperation,especially the parent-teacher relationships,plays an important role in the bidirectional interaction model.Educational practices and intervention research should focus on bridging the gap between families and schools,fostering consensus,and cultivating home-teacher relationships.

Key words: home-school cooperations, parent-teacher relationship, parent-teacher interaction, children and adolescents