Abstract：In the late Qing dynasty， the government began to establish the modern education system. However， the peasants boycotted the new system for many reasons. In the 1920s， driven by rural education scholars and educational policies， the relationship between rural schools and families became interconnected and integrated， although there was still a defect that education could not be integrated into people’s lives. After the founding of People’s Republic of China， a series of policies continuously improved the collaboration between rural schools and families， but the effects were influenced by the conditions of politics， social culture， family structure， education administration and rural schools’ development. In the context of the urban and rural duality， the implementation of the family-school collaboration policy fails to achieve the desired effects， and rural parents have few opportunities and little motivation to participate in school activities and management. This requires strengthening the system construction and specific measures to guide， and more importantly， improving the quality of rural school education， so as to obtain the support and participation of rural parents.
魏 峰. 百年中国农村家校关系变迁的历史考察[J]. 华中师范大学学报（人文社会科学版）, 2022, 61(2): 173-.
Wei Feng. A Historical Investigation of the Changes in the Relationship between Family and School in China’s Rural Areas in the Past Century. journal1, 2022, 61(2): 173-.
2022, Vol. 61 
