校家社协同育人场域中学生主体身份的遮蔽与回归  

The Masking and Regression Strategy of Student Subject Identity in the Field of School-Family-Community Collaborative Education

作　　者：刘金松 王贤德 李昕颖 LIU Jinsong;WANG Xiande;LI Xinying

机构地区：[1]上海师范大学教育学院,上海200234 [2]湖州师范学院教育学院,浙江湖州313000 [3]上海市虹口区教育学院,上海200081

出　　处：《中国教育学刊》2025年第4期75-81,共7页Journal of The Chinese Society of Education

基　　金：2022年度国家社会科学基金教育学一般项目“‘双减’政策下义务教育阶段学生作业变革策略研究”(项目编号:BHA220131)研究成果。

摘　　要：学生作为校家社协同育人场域中的核心主体应具备共情理解、自主表达、批判反思和积极行动的主体性特征,但由于教育实践中成人视角霸权、对儿童参与能力的不信任,以及校家社协同育人制度的不完善等原因,实践中学生主体身份存在不同程度的被遮蔽,导致校家社协同育人效果难达预期。为保障学生以主体身份参与校家社协同育人过程,应重塑以学生为本的育人理念,唤醒学生主动参与的行动自觉,建立支持学生真正参与的协同体制,并通过评价提升教育者尊重学生主体身份的实践自觉。As the core subject in the field of school-family-community collaborative education,students should have the subjective characteristics of empathic understanding,independent expression,critical reflection,and active action.However,due to the hegemony of adult perspective in educational practice,distrust of children’s participation ability,and the imperfection of school-family-community collaborative education system,the subject identity of middle school students in practice has been obscured to varying degrees.The result is that the effect of school-family-community collaborative education is difficult to reach the expectation.In order to ensure that students participate in the collaborative education process as the main subject,we should reshape the student-oriented education concept,awake the action consciousness of students’active participation,establish the collaborative system supporting students’real participation,and enhance the practical consciousness of respecting students’subject identity through evaluation.

关 键 词：协同育人 主体身份 成人视角 实践自觉 

分 类 号：G459[文化科学—教育学]