Abstract: Home-school-community collaborative education serves as a crucial starting point for implementing the fundamental task of educating people through cultivating virtue. Frequent conflicts, nevertheless, occur between parents and teachers in the practice of home-school collaboration, undermining the effectiveness of education. From the perspective of role concept differences, this paper identifies three typical categories of parent-teacher conflicts: the value divergence between “people education” and “grade acquisition” in the context of quality-oriented education, the value contradiction between collective development and individual development in institutionalized education, and “role overreach” and “responsibility abdication” caused by ambiguous right-responsibility demarcation in collaborative education. The research finds that the above parent-teacher conflicts are deeply rooted in the differentiation of role concepts in three dimensions: cognitive differentiation resulting from inconsistent self-role positioning of parents and teachers, deviation in mutual role expectations in interactive processes, and weak collaborative awareness stemming from the lack of role transformation consciousness in home-school co-education. In light of this, conflict resolution strategies are proposed as follows: 1) making sure that both parents and teachers perform their respective duties by strengthening their role cognition; 2) building diverse communication channels to reconcile conceptual differences through positive dialogue; 3) promoting active co-education role transformation of both parties to realize advantage inter-complement; and 4) establishing a regular mechanism featuring pre-event warning, in-process mediation and post-event review to solve conflicts. The study contends that role concept differences between parents and teachers are objective and cannot be completely eliminated. Therefore, only by consolidating the consensus of moral education and making joint efforts through cognitive reshaping, communication reconciliation, role transformation and institutional guarantee, can conceptual divergences be transformed into co-education synergy to improve the overall efficiency of home-school collaborative education.

Key words: home-school co-education, parent-teacher conflict, educational concept, difference in role concept, conflict resolution