摘要
科尔曼报告关于“学生学业成就的主要因素是家庭背景而非学校”这一结论颠覆了学校教育的单维效能神话,自此世界各国及地区均积极开展协同育人的制度、理论与实践探索。家庭、学校及社会在协同体中,分别承担着情感濡化、知识规训与文化迁移的功能,但因权力结构、资源分配、交往理性等原因,我国在协同育人方面正面临着边界排斥、沟通不畅、组织涣散等浅层协同困境。构建协同育人新生态需从权力结构、资源分配、协同平台等方面着手,通过建立家校社共生机制,推动教育生态向智能适应系统演进,最终实现教育供给与个体发展需求精准适配,形成教育生命体。
Coleman's report,which concludes that the main factor influencing students'academic achievements is family background rather than schools,has overturned the myth of the single-dimensional efficacy of school education.Since then,countries and regions around the world have been actively promoting the exploration of systems,theories,and practices for collaborative education.In the collaborative body,families,schools and society respectively undertake the functions of emotional socialization,knowledge training,and cultural transmission.However,due to reasons such as power structure,resource distribution and communicative rationality,China is currently facing superficial collaborative predicaments such as boundary exclusion,poor communication and organizational disunity.To build a new ecological system for collaborative education,efforts should be made in aspects such as power structure,resource distribution and collaborative platforms.By establishing a symbiotic mechanism among families,schools and society,the educational ecosystem can evolve into an intelligent adaptive system,ultimately achieving precise matching between educational supply and individual development needs and forming an educational life system.
作者
余炎林
明庆华
Yu Yanlin;Ming Qinghua
出处
《高等继续教育学报》
2025年第5期41-47,共7页
Journal of Continuing Higher Education
关键词
家校社协同育人
协同机制创新
学生成长
教育生态建构
home-school-community collaboration
collaborative mechanism innovation
student development
construction of educational ecology
