借鉴与重构:学校、家庭、社会协同育人的国际经验与本土化实践路径

doi:10.16088/j.issn.1001-6597.2025.05.012

摘要/Abstract

摘要： 学校家庭社会协同育人是我国实现中国式教育现代化、教育高质量发展的重要一环。国际的实践经验主要可以分为四种类型:以美国NNPS为典型代表的参与类型框架,以澳大利亚、新加坡等发达国家和地区为代表对NNPS进行地方性改进的参与类型框架2.0,以英国的家校协议和LSAs为典型代表的家长参与框架,以日本PTA为代表的组织性框架。我国学校家庭社会协同育人的主要方向可归结为五个方面:通过学校家庭社会协同体系构建“德育网络”,推行学校家庭社会协同育人的“管、办、评”学校治理路径,建立健全“家长主责”的家庭教育指导服务体系,有效开发“融入社区治理”的社会资源配置模式,以“典型案例”创设良好育人舆论环境。具有中国特色、世界水平的中国高质量学校家庭社会协同育人实践指标体系由理念协同、分工协同、沟通协同、教学协同、管理与决策协同、家庭教育协同、资源协同、协同环境和协同评估9项一级指标和原则统一、角色分配、沟通渠道、学习指导、管理与决策制度、家长教育培训、资源整合、舆论环境构建、协同有效性评估等25项二级指标构成。

关键词: 学校家庭社会协同育人, 实践指标体系, 中国式学校家庭社会协同育人政策, 国际经验

Abstract: School-family-community collaborative education is a crucial chain in achieving Chinese-style educational modernization and high-quality educational development. International practical experiences can be broadly categorized into four types: the participation typology framework represented by the U.S. NNPS, the improved local participation typology framework 2.0 adopted by developed countries and regions such as Australia and Singapore, the parent involvement framework exemplified by the UK's home-school agreements and LSAs, and the organizational framework represented by Japan's PTA. The primary directions of school-family-community collaborative education in China can be summarized into five aspects: 1) to construct a “moral education network” through a collaborative system; 2) to implement a school governance approach of “management, operation, and evaluation”; 3) to establish and enhance a family education guidance service system with “parental responsibility” as the core; 4) to effectively develop a social resource allocation model that “integrates into community governance”; 5) to create a favorable educational public opinion environment through “exemplary cases”. The practice indicator system for high-quality school-family-community collaborative education in China, which embodies Chinese characteristics and global standards, consists of nine first-level indicators-conceptual synergy, role synergy, communication synergy, teaching synergy, management and decision-making synergy, family education synergy, resource synergy, collaborative environment, and evaluation synergy-along with 25 second-level indicators, including unified principles, role allocation, communication channels, learning guidance, management and decision-making systems, parental education training, resource integration, public opinion environment construction, and effectiveness evaluation.

Key words: school-family-community collaborative education, practice indicator system, Chinese-style school-family-community collaborative education policy, international experiences

中图分类号: G36

张敬威, 周梦圆. 借鉴与重构:学校、家庭、社会协同育人的国际经验与本土化实践路径[J]. 广西师范大学学报（哲学社会科学版）, 2025, 61(5): 118-129.

ZHANG Jing-wei, ZHOU Meng-yuan. Reference and Reconstruction: International Experiences and Localized Practice Pathways of School-Family-Community Collaborative Education[J]. Journal of Guangxi Teachers Education University (Philosophy and Social Sciences Edition), 2025, 61(5): 118-129.

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