The homeroom teacher system is a fundamental system in China's education management system. According to the current number of primary and secondary school classes, the size of class teachers in China is approximately 4.5 million, making them the backbone of the teaching staff. The work of a homeroom teacher is known as a "thousand lines, one needle", and its responsibilities include student ideological and political education, class collective management and construction, class activity organization, student development guidance, comprehensive quality evaluation, family school communication and cooperation, etc. They face the daily management of the class and the growth and development of students, are the leaders of the healthy growth of primary and secondary school students, and are the "big parents" of students during their school years. They spend the longest time with students, communicate the most frequently, have the closest relationships, and have the deepest connections. Give full play to the key role of class teachers in educational work, as there are students of the same kind as class teachers. The homeroom teacher largely determines the spiritual outlook of the entire class, and their words and deeds shape the behavior norms of children. It can be said that in the education and teaching work of primary and secondary schools, the responsibility of the class teacher is heavier, the requirements are higher, the tasks are more complex, and the challenges are greater. The homeroom teacher is on the front line of moral education for minors. The homeroom teacher guides students to grow up physically and mentally healthy, which is the main force of ideological and moral education in schools. In addition to moral education, class meetings, group activities, and post class teacher-student interactions are the main platforms for carrying out student ideological and political work. Compared to traditional knowledge teaching, they are more easily accepted by students. The homeroom teacher supports the comprehensive track of healthy growth for primary and secondary school students. Compared to subject teachers, the homeroom teacher has more interaction and communication with students in daily life, which can better observe changes in students' personality development, behavioral habits, emotional states, and so on. A good homeroom teacher is the leader of a group of children's healthy growth. The homeroom teacher needs to care about the growth and performance of each student, and carry out education and evaluation work based on their comprehensive development of morality, intelligence, physical fitness, aesthetics, and labor. They should deeply practice the educational philosophy of educating students without discrimination, teaching according to their aptitude, combining learning and thinking, and integrating knowledge and action, and provide comprehensive guidance for their ideological, learning, life, and psychological development. The homeroom teacher is located at the nerve endings of the school's daily management on a class by class basis. The homeroom teacher should assume the dual functions of both internal class management and school administrative management, and is truly the "first person in charge" of the class. On the one hand, class life is an important carrier for primary and secondary school students to experience collective life. The homeroom teacher needs to do a good job in the daily management of the class, create a collective atmosphere of mutual assistance, friendship, health, and progress in the class, and achieve moral education in daily life. On the other hand, the school's various tasks for students are basically conveyed and executed through the class teacher. The homeroom teacher needs to deal with administrative affairs from the top and implement educational and teaching requirements from the bottom, becoming a key link in the school management chain. The homeroom teacher plays the core role of connecting family, school, and society in collaborative education. Currently, the collaborative education between family, school, and society is becoming increasingly close. The homeroom teacher is not only the link for communication and coordination among the three, but also has the functions of "pressure bearing" and "lubrication". The homeroom teacher needs to closely contact student parents and community members, establish effective communication channels, coordinate resources from all parties, and form a collaborative effort in educating students. At the same time, the homeroom teacher also plans, guides, participates in, and supports a large number of collaborative education activities, which require timely feedback on the effectiveness of education to parents, schools, and communities.