“双减”背景下科学类博物馆教育生态体系搭建:现状、困境与机制设计

Establishing the Educational Ecology System of Science Museums in the Context of “Ease the Burden of Excessive Homework and Off-campus Tutoring for Students”: Present Situation, Predicaments, and Mechanism Design

“双减”政策落地后,释放出对优质教育资源的巨大需求,深化教育资源供给侧改革迫在眉睫。我国博物馆经过多年发展,积累了丰富的非正式学习资源,这些资源通过逐渐常态化的馆校合作不断生产和流通,其中酝酿着教育变革的重要机会。但基于正式学习理论的实践惯习、以学校教育为起点的制度供给逻辑,以及系统封闭、权责模糊、目标错位、示范缺失等复杂因素导致的共同体构建失败,都阻碍了这些资源发挥出更大的潜力。其背后根本原因是社会教育共识的长期缺失,导致在机制设计时就未将博物馆视作教育生态系统的有机整体。为突破这一瓶颈,围绕科学类博物馆,聚焦馆校合作中的资源共建问题,尝试搭建一套以科学类博物馆为核心平台、联动社会各方资源的博物馆教育生态体系,为形成良性的资源供给长效机制,构建更完整、普惠、面向未来的教育生态提供一种开放的思考框架。

After the implementation of the “Ease the Burden of Excessive Homework and Off-campus Tutoring for Students” policy, the need of quality educational resources is released, and deepening the supply-front reform of educational resources is extremely urgent.After years of development, Museums in China gained rich informal learning resources. Those resources were continually produced and communicated by the gradually normalized museum and school cooperation. Important opportunities of education innovation were brewed during this process. However, the practice habitus based on formal learning theories, the supply logic initiated by school education, and the failure of the community building caused by various complex factors such as system closure, indistinct authority and responsibility, misplaced target, and the lacking of models, blocked the full potential play of those resources. The fundamental reason lies in the lacking of social education agreement over a long period of time, which led to the disregard of the museum as a part of the entire organic educational ecosystem when the mechanism was designed. In order to relieve the bottleneck, keeping to the point of the science museums, focusing on the issue of co-construction of museum and school cooperation, a series of core platforms oriented in science museums should be established, and a museum educational ecosystem should be constructed to interlock all kinds of social resources. Thus, a well-run long-term resource supply mechanism can be established, while an open thinking framework can be provided to build a more integrated, preferential, and promising educational ecosystem.