学校治理中家长委员会的能动图景及其支持条件

The Dynamic Landscape and Support Conditions of the Parent Committee in School Governance

面对学校分权共治的结构转型,家长委员会需要实现从以往从属地位的“个别参与者”走向具有共有意图的“集体能动者”,助力家庭教育、学校教育发挥应然功能的同时,也与全体家长、学校教师共同型构家校共育实践新图景,即与家长群体互动中的“团体自我”能量建构;集体能动者联动的学校结构再造;三方协同的家校教育共同体边界重塑。上述图景的切实呈现,需要制定赋权增能、科学明晰的规则保障体系,构建分立制衡、协作联动的结构支撑体系,创设线上线下、三位一体的家校互动平台,以提供家长委员会进行集体能动、主体联动的制度环境、权力空间与实践场域。

Faced with the structural transformation of school decentralization and shared governance, the parent committee needs to realize the transformation from the “individual participant” with subordinate status to the “collective agent” with common intention, so as to help family education and school education exert their own natural functions, while all parents and school teachers working jointly to construct a new picture of the practice of co-education of home and school, that is, the energy construction of “group itself” in the interaction with the parent groups, the rebuilding of school structures linked by collective agents, and remodeling the boundary of the home-school education community with tripartite coordination.The effective presentation of the above-mentioned pictures requires the formulation of a guarantee system with empowerment, scientific and clear rules, the construction of a structural support system of checks and balances, collaborative linkages, and the creation of an online and offline, trinity of home-school interaction platform to provide an institutional environment, power space and practice field for parents committees to carry out collective initiative and subject linkage.