协同共育时代新人:家校合作的“边界”“失界”与“立界”  

Collaborative Cultivation of a New Generation:The “Boundaries”,“Boundary Loss”,and “Boundary Establishment” of Family-School Partnership

作　　者：蒲蕊 屠雨婷[1] 常波 PU Rui;TU Yuting;CHANG Bo

机构地区：[1]华中师范大学教育学院,湖北武汉430079 [2]华中师范大学中国教育管理研究中心,湖北武汉430079 [3]空军航空大学,吉林长春130021

出　　处：《中国教育学刊》2025年第1期37-44,共8页Journal of The Chinese Society of Education

基　　金：中央高校基本科研业务费专项资金项目“新时代家校社协同育人研究”(项目编号:CCNU23ED024);湖北省高等学校哲学社会科学研究重大项目“学校家庭社会协同育人机制研究”(项目编号:22ZD009)研究成果。

摘　　要：培育德智体美劳全面发展的时代新人、落实立德树人根本任务,需要家校双方的共同努力和有效合作。为了实现协同育人目标,合作中的家庭与学校要有相对明晰的权责边界,并从组织功能维度和法律维度出发确立双方的权责边界。现阶段家校合作存在着“缺位”与“越位”双重“失界”困境,其根源既有合作双方在权责认知上的偏差,亦有育人目标上的分歧以及在合作能力上的不足。化解家校合作的失界困境、重建家校合作应有边界的主要策略应包括:建立家校合作“共生利他”愿景理念,明晰家校合作权责边界,完善家校合作沟通协商机制,提升家校合作共育能力。To cultivate a new generation with all-round development in morality,intelligence,physical fitness,aesthetics,and labor,and to implement the fundamental task of fostering morality and educating individuals,the joint efforts and effective cooperation of families and schools are required.In order to achieve the goal of collaborative education,families and schools should have relatively clear boundaries of authority and responsibility.These boundaries should be established based on organizational functions and legal frameworks.Currently,family-school partnership encounters a dual dilemma of “boundary loss”,encompassing both “absence” and “overreach”.The root causes of this dilemma include misalignment in the understanding of authority and responsibility,discrepancies in educational goals and deficiencies in cooperative capacity.Key strategies to address the dilemma of boundary loss and to rebuild the boundaries of family-school partnership include,fostering the vision of “symbiotic altruism” in family-school partnership,clarifying the boundaries of authority and responsibility,improving the communication and consultation mechanisms,and enhancing the capabilities of both families and schools in collaborative cultivation.

关 键 词：家校合作 协同共育 权责边界 “失界” “立界” 

分 类 号：G459[文化科学—教育学]