本研究旨在探討加强學校與家庭之聯繫是否有助於學生的學業成績、學習態度及其家庭氣氛。受試樣本爲花蓮市明廉國小六年級學生，依等組前後測實驗設計，將能力、背景相近之兩班隨機分派爲實驗組與控制組，各有42名學生（男22，女20）。每生除施以各項現成測驗外，並施以自編之「家庭氣氛問卷」。實驗變項爲「加强家庭聯繫」，實驗組學生由導師負責於學期之初及寒假期間訪視全班學生家庭各一次，主題分别爲「如何指導子女學習」及「如何做父母」；對於偶爾或極少與學校聯繫之父母，各再另加兩次訪視。此外，不定期以電話與家長聯繫，每天使用家庭聯絡簿，並印贈「怎樣做好父母」與「怎樣指導子女」書面資料，擧行母姊會（二次）及家長會(四次）。經過十個月之實驗，其結果以Finn之複變量共變數分析法電算程式處理，即以智商與學業前測成績爲共變項，以學業成就等變項之差距分數（複測減前測）爲依變項。結果發現在十四個依變項中，有八項顯示實驗效果：卽實驗組的學業成就增進，成就動機提高，對校態度積極化，父母對子女敎育態度改善，家庭學習環境改良，家庭內親子間語言互動增加，而父母管敎子女的紛歧態度減少、誘導方式增加。研究結果顯示加强家庭聯繫有助於改善學生家庭氣氛與父母管敎方式，因而有利於學生的學業成績和對校態度。

In a two-semester experimental study of the effects of increasing teacher-parent contacts on pupils' learning and home climates, 84 pupils of grade 6 in Hualien, Taiwan were randomly distributed by sex into 2 classes, one as the experimental group (EG), one as the control group (CG). In EG, teacher-parent interactions such as home visits, telephone conversations, parent-teacher meetings, parent-teacher written dialogues, and delivery of parent-education materials were increased about two times of the CG. For the Ss of low parent contacts with school, the frequency of teacher initiated contacts were even more. Ss completed a battey of tests, including the Pupil Academic Achievement Test the Achievment Motivation Questionnaire, the Learning Attitude Inventory, the Attitude Toward School Scale, the Pupil Personality Inventory, and the self-devised Home Climates Inventory (HCI), before and after the experiment. The HCI has two parts: (1) Parenting Style, including four subscales, i. e., Authoritarian, Laissez-faire, Disharmony, and Democracy; (2) Home Social climates, including five subscales, i. e., Parent's Level of Aspiration, Parent's Attitude Toward Education, Learning Environment at Home, Verbal Interaction at Home, and Family Members' Relationship. Using Finn's (1977) Multivariance computer program, a 2 (groups) x 2(sexes) analysis of covariance with intelligence and pretested academic achievement as covariates, difference scores between post-and pre-tests as dependent variables showed that increasing teacher-parent contacts worked effectively to improve both pupils' learning and home climates; All of 14 dependent variables were in favor of EG for both sexes, while 8 of them were significant. This means that increasing contacts with familes by teachers resulted in improving pupils' academic achievem-ent, achievement motivation, attitude toward school, parent's attitude toward education, learning environment at home, verbal interaction at home, and parenting style, in which the Democracy style increased, while the Disharmony behavior reduced.