以互信与共享构建家校社协同育人体系:英国的经验  

Constructing Family-School-Community Collaborative Education System with Trust and Sharing:Experience from the United Kingdom

作　　者：陈淳琳 孙心怡 贺子依 魏颖璇 魏军 CHEN Chunlin;SUN Xinyi;HE Ziyi;WEI Yingxuan;WEI Jun(Institute of Education,Tsinghua University,Beijing 100084;Rixin College,Tsinghua University,Beijing 100084)

机构地区：[1]清华大学教育研究院,北京100084 [2]清华大学日新书院,北京100084

出　　处：《基础教育参考》2025年第1期43-58,共16页Basic Education Review

基　　金：教育部教育管理信息中心教育管理与决策研究服务专项2023年度委托课题“家校社协同育人机制国际比较研究及其数据库建设”(编号:MOE-IEM-20230014)。

摘　　要：全方位构建支持青少年健康成长的教育生态是许多国家重要的教育议题。英国经历多年探索,搭建起了政府主导、社区支持、学校推进、家庭受惠的多元主体协同育人体系。本文回溯英国建立家校社协同育人体系的发展历程、历史困境及纾解举措,由其与我国家校社协同育人现存问题的共通性与可借鉴性出发,重点梳理英国从法制赋权、模式构建、组织管理等方面建立健全家校社协同育人体系的举措,剖析其“主体互信、资源共享”的协同育人模式特色,为我国解决家校社协同育人体系的法制赋权不足、主体权责不清、共育机制不畅等问题提供来自英国的经验借鉴。Creating an educational environment conducive to youth’s healthy growth is a pressing concern globally.After exploration for decades,the United Kingdom has constructed a multi-subject collaborative education system,which is led by government,supported by communities,propelled by schools,and benefitting families.This study overviewed the historical dilemmas and resolution strategies along the UK’s history in establishing such a system.Based on the similarity between the UK and China in the existing problems regarding school-family-community collaboration that laid the foundation for reference,the study highlights the UK’s strategies for establishing the collaborative education system through legal empowerment,pattern construction,and organizational management.By dissecting its collaborative education pattern featured with mutual trust and resource sharing,this study provides valuable insights from the experience of the UK for overcoming the current challenges of China’s collaborative education system,such as inadequate legal empowerment,unclear stakeholders'responsibilities,and ineffective collaboration mechanisms.

关 键 词：家校社协同育人 英国 教育法规 教育管理 社区教育 

分 类 号：G459[文化科学—教育学]