我国家—园—社共育良幼的现实堵点与纾解路径——基于共生理论的审视  

The Realistic Obstacles and Relief Paths of Cooperative Education of Good Children in China's Home Kindergarten Community on Symbiosis Theory

作　　者：彭颖晖[1] 王慧聪 Peng Yinghui;Wang Huicong(Jiangxi Science and Technology Normal University,Nanchang 330038,P.R.China)

机构地区：[1]江西科技师范大学教育学部,江西南昌330031

出　　处：《江西科技师范大学学报》2024年第1期87-96,共10页Journal of Jiangxi Science & Technology Normal University

基　　金：江西省本科教改重点项目“提升省高等教育学会服务区域高等教育高质量发展能力的策略研究”(编号:JXJG-22-10-5);江西省高校人文社科重点基地项目“职教高地建设视域下江西高职院校‘十四五’规划的合理性研究”(编号:JD22044)。

摘　　要：幼儿园、家庭和社区是幼儿生活的三个核心场域,亦是幼儿教育的关键主体,三者构成幼儿教育的共生单元。立足共生理论分析框架,通过对家—园—社协同育人模式下的共生机理探究,剖析其现实堵点,进而探寻纾解路径。扎实推进家—园—社深度协同共育:一要明确共生主体责任清单,激活共生单元价值认同;二要重构协同育人共生体系,创新共生模式实践路径;三要完善共生机制保障体系,增强共生环境正向激励。kindergarten,family,and community are the three core fields of early childhood life,as well as the key subjects of early childhood education,forming a symbiotic unit of early childhood education.Based on the analysis framework of symbiosis theory,this paper explores the symbiotic mechanism under the collaborative education model of“home garden community”.The possible solutions should embody the deep collaborative education of clarifying the list of responsibilities of symbiotic entities and activating the value recognition of symbiotic units,reconstructing the collaborative education symbiotic system and innovating the practical path of symbiotic models,and improving the symbiotic mechanism,guarantee system,and the positive incentives for the symbiotic environment.

关 键 词：家—园—社 协同育人 共生理论 

分 类 号：G610[文化科学—学前教育学]