交叠影响阈理论对我国中小学协同育人的启示

Enlightenment from the Theory of Overlapping Spheres of Influence on the Cooperative Education in China’s Primary and Middle Schools

家庭、学校与社会协同育人,是当前教育界的重要议题。这三者之间应当建立何种协同关系以及如何协同,则值得进一步探讨。爱普斯坦提出的以“关怀”为核心的交叠影响阈理论,在理论上构建了新型的家庭、学校、社会合作伙伴关系,在实践中提出了六种家校社合作参与机制。该理论对重新反思当下的协同育人提供了重要的启示:平衡主体关系,厘清责任边界;建立平等协作的协同育人范式;倡导以关怀为核心的协同育人导向;完善协同育人机制,实现互动联结。

Cooperative education of family, school and society has become an increasingly significant issue in the current educational research. Further exploration is needed as to what kind of cooperative relationship should be established among the three and how to achieve the collaboration. Epstein’s theory of overlapping spheres of influence, with “caring” as the core, established theoretically a new type of cooperative partnership among home, school and society and proposed in practice six cooperative participation mechanisms. This theory provided important enlightenment for rethinking the current cooperative education: balancing the relationship among subjects as well as clarifying the responsibility boundary, setting up an education paradigm of equal cooperation, advocating the orientation of cooperative education with caring as the core and perfecting the mechanism of cooperative education to realize the interactive connection among family, school and society.