家校社协同共育儿童科学素养:可为、难为与何为  

Family-School-Community Collaborative Education to Cultivate Children’s Scientific Literacy: Advantages and Pathways

作　　者：袁野[1,2] 甘在燕 黄梅 YUAN Ye;GAN Zaiyan;HUANG Mei(Teacher Education School of Southwest University,Chongqing 400715;Teacher Education School of Sichuan University of Arts and Science,Sichuan Dazhou 635000,China)

机构地区：[1]西南大学教师教育学院,重庆北碚400715 [2]四川文理学院教师教育学院,四川达州635000

出　　处：《四川文理学院学报》2025年第1期129-133,共5页Sichuan University of Arts and Science Journal

基　　金：西南大学宜宾研究院“宜宾市双城协议保障科研经费”科技项目资助项目(XNDX2022020017);西藏自治区教育科学研究重点课题(XZEDIP240016)。

摘　　要：未来创新人才的培养离不开科学素养的提升。家校社协同共育儿童科学素养有利于明确三方职责分工,发挥各自培育资源优势,打造培育情境共同体。然而,在家校社协同共育过程中,儿童科学素养协同育人机制不健全,呈现“家弱校强社隐”、儿童科学素养培育“边缘化”,育人内容“浅表化”,限制了家校社协同助力科学教育的实施效果。这需要完善家校社协同共育儿童科学素养的组织机制,强化家校社协同共育科学素养的教育资源开发与整合,建立家校社协同共育儿童科学素养的评价机制。The cultivation of future innovative talents cannot be separated from the enhancement of scientific literacy.The collaborative cultivation of children’s scientific literacy by family-school-community can clarify the respective roles and responsibilities,leverage the advantages of each party’s cultivation resources,and create a common community of cul-tivation scenarios.However,in the process of collaborative cultivation by family-school-community,the coordinated culti-vation mechanism for children's scientific literacy is not yet well established,with a pattern of“weak family,strong school,and hidden community,”children’s scientific literacy cultivation being“marginalized,”educational content being“superfi-cial,”and limiting the implementation effect of family-school-community collaborative education to cultivate children’s scientific literacy.This requires the improvement of the organizational mechanism,the strengthening of the development and integration of educational resources,and the establishment of an evaluation mechanism for collaborative cultivation of children’s scientific literacy by family-school-community.

关 键 词：家校社协同育人 科学教育 科学素养 

分 类 号：G636[文化科学—教育学]