智能时代家校社协同育人的图景:特征、困境与路径  

On the Prospect of Family-School-Society Cooperative Education in the Intelligent Age:Characteristics,Dilemmas and Paths

作　　者：刘鹏 邱心玫[1] LIU Peng;QIU Xinmei(School of Education,Fujian Normal University,Fuzhou 350007,China)

机构地区：[1]福建师范大学教育学院,福州350007

出　　处：《合肥大学学报》2024年第4期128-133,共6页Journal of Hefei University

基　　金：中国教育学会2021年度教育科研一般规划课题“未来学校视域下的校长数字化领导力研究”(202135002002B);福建师范大学2023年校级本科教育教学改革研究项目“教育元宇宙视域下本科混合式教学模式创新——以《生命教育》为例”(I202301046)。

摘　　要：智能时代为教育带来了巨大的挑战与福音,通过数字技术赋能家校社协同育人成为不可逆转之趋势。从交叠影响域理论视角来看,学校、家庭和社会教育三者建立起协同育人的关系才能取得整体育人的效果。但家校社协同育人的实践过程中存在协同意识淡薄、协同边界失衡、数字素养缺失和资源利用低效的现实困境。这亟需推进家校社协同育人的数字化转型,形成育人共同体,厘清主体权责边界,提升数字化能力,搭建资源云平台。进而构建协同育人新格局,建设教育新生态。The intelligent era has brought great challenges and gospels to education,which has become an irreversible trend to empower family-school-society cooperative education through digital technology.From the perspective of the theory of overlapping spheres of influence,a synergistic relationship between school,family and social education can be established to achieve the effect of holistic education.However,the practice of family-school-society cooperative education is characterized by a weak sense of synergy,an imbalance in the boundaries of synergy,a lack of digital literacy and inefficient use of resources.There is an urgent need to promote the digital transformation of family-school-society collaborative education,form a educational community,clarify the boundaries of the rights and responsibilities of the main body,enhance the digital capacity,and build a resource cloud platform,so as to build a new pattern of collaborative education,as well as a new ecology of education.

关 键 词：智能时代 家校社协同育人 数字化转型 

分 类 号：G459[文化科学—教育学]