国内教育共同体主体间关系研究述评  

Review on Domestic Intersubjective Relationship of the Educational Community

作　　者：段微晓[1] 阮海波[2] DUAN Wei-xiao RUAN Hai-bo(Teaching Department of Ideological and＇ Political Theory School of Politics and Public Administration, Shandong Youth University of Political Science, Jinan 250103, China)

机构地区：[1]山东青年政治学院思想政治理论课教学部,济南250103 [2]山东青年政治学院政治与公共管理学院,济南250103

出　　处：《山东青年政治学院学报》2017年第2期69-74,共6页Journal of Shandong Youth University of Political Science

基　　金：山东青年政治学院大学生创新创业训练资助项目"互联网下新建本科高校教育共同体创新研究-以山东青年政治学院为例"(201614277008);2016年山东青年政治学院青少年研究创新工程专项培育项目(SQ2016QS04)

摘　　要：教育共同体主体间关系既是教育共同体发展状态的一种呈现,亦是决定教育共同体目标实现的关键。学者以学校为中心,提出了三种教育共同体的具体形态,即学校——家庭——社区教育共同体、专业学习共同体和校企共同体。三大教育共同体主体间关系研究在理论上深化了单个教育共同体的研究,却也存在着明显的局限。构建教育共同体主体间的协商关系或可成为进一步的研究方向。The intersubjective relationship among the educational communities is not only the development state of educational community, but also the key to the educational goals. Taking the school as the center, the scholars put forward three kinds of educational community, the school-family-community, the professional learning community and the school-enterprise community. The research deepens the study of individual educational community in theory, the obvious limitations also exist. Building the intersubjective consultative relationship among the educational communities can be the direction for further research.

关 键 词：教育共同体 主体间关系 协商关系 

分 类 号：G40[文化科学—教育学原理]