“双减”背景下家校社“三位一体”协同育人机制探究

Exploring Trinity Collaborative Education Mechanism of Family,School,and Society under Background of“Double Reduction”

自“双减”政策明确提出健全家校社协同育人机制以来,家校社教育职能不断调整,在一定程度上引发了人们对协同育人机制的思考。“双减”政策不断深入推进,家校社“三位一体”协同育人面临着新的实施困境,主要体现在学校包办协同育人、家社教育协同边缘化、育人目标分散、未形成协同育人理念共识、育人方式单一、育人管理系统性不足、家校社协同育人行动离散等方面。针对“双减”背景下出现的上述问题,提出各主体要完善协同主体角色分工和履职边界,异质互补;完善协同目标,达成“双减”共识,同质共进;完善协同方式,畅通交流渠道,有序协同;完善协同管理体制,科学联动管理,平等互融,推动家校社“三位一体”协同育人机制建设。

Since the dual reduction policy explicitly proposed the improvement of the collaborative education mechanism between family,school,and society,the educational functions of family,school,and society have been continuously adjusted,which has to some extent triggered people’s rethinking of the collaborative education mechanism.With the continuous deepening of the dual reduction policy,the trinity of family,school,and society collaborative education is facing new implementation difficulties,mainly reflects in school-arranged collaborative education,marginalization of family and social education collaboration,scattered education goals,lack of consensus on collaborative education concepts,single education methods,insufficient systematic education management,and scattered actions of family,school and society collaborative education.In the context of dual reduction,each subject should improve the division of roles and performance boundaries of collaborative subjects,and complement each other with heterogeneity;Improve collaborative goals,reach a consensus on double reduction,and achieve common progress of the same quality;Improve collaboration methods,smooth communication channels,and orderly collaboration;Improve the collaborative management system,scientific linkage,equality and mutual integration,and promote the new construction of the trinity of family,school,and society collaborative education mechanism.