统筹职业教育、高等教育、继续教育协同创新:何为、难为与可为——整体性治理理论的视角  

Coordinating Collaborative Innovation of Vocational Education,Higher Education and Continuing Education from the Perspective of Holistic Governance Theory-the Perspective of Holistic Governance Theory

作　　者：朱胜晖 ZHU Sheng-hui(Faculty of Education,Henan Normal University,Xinxiang 453007,China)

机构地区：[1]河南师范大学教育学部,河南新乡453007

出　　处：《成人教育》2024年第9期10-16,共7页Adult Education

基　　金：2023年河南省哲学社会科学规划年度项目“数字化赋能乡村教师队伍高质量发展的长效机制研究”,项目编号为2023CJY065;2022年河南省哲学社会科学规划年度项目“‘双线融合教学’背景下国际汉语教师TPACK发展机制与培养路径研究”,项目编号为2022CJY055;2022年河南省教育科学规划年度专项课题“人工智能时代中小学教研模式变革与路径创新研究”,项目编号为2022ZZX002。

摘　　要：统筹职业教育、高等教育、继续教育协同创新的整体性治理本质即坚持以人民为中心发展教育。当前,统筹“三教”协同创新面临“一次性教育”的思维定式、滞后的终身教育制度体系、教育资源共享的多层壁垒、较低水平的学习成果互认机制等碎片化问题。因此,必须坚持以人民为中心统筹“三教”协同创新,不断优化“三教”协同机制、整合机制、信任机制,共建高质量教育治理共同体,走出一条中国式“三教”协同创新发展的整体性治理之路。The essence of holistic governance of the collaborative innovation of vocational education,higher education and continuing education is to adhere to the people-centered development of education.At present,coordinating the collaborative innovation of“Three Educations”faces the fragmentation problems,such as the fixed thinking of“One-time Education”,the lagging lifelong education system,the multi-layer barriers to educational resource sharing,and low-level mutual recognition mechanism of learning achievements.Therefore,it is necessary to adhere to the people-centered coordination of the“Three Educations”collaborative innovation,constantly optimize the collaborative mechanism,integration mechanism and trust mechanism of“Three Educations”,jointly build a high-quality educational governance community,and embark on a holistic governance road of Chinese-style collaborative innovation and development of“Three Educations”.

关 键 词：“三教”协同创新 整体性治理 碎片化 高质量教育治理共同体 

分 类 号：G72[文化科学—成人教育学]