小学英语家校协同育人的现状、困境与优化路径——基于文献的二手分析

Current Status, Dilemmas, and Optimization Paths of School-Family Collaborative Education in Primary English—A Secondary Literature Analysis

摘要: 在“双减”政策与核心素养培育的双重背景下，小学英语教学愈发注重课内外协同联动，家校协同成为弥补课堂教学局限、优化语言学习生态的关键抓手。文章采用二手文献研究法，系统梳理国内外家校合作、小学英语教育相关研究成果，以Epstein家校合作六维度理论、二语习得输入假说、社群主义与杜威民主共同体教育思想为理论支撑，剖析当前我国小学英语家校协同育人的整体现状，提炼出认知理念偏差、实践参与浅层化、长效机制缺失三大核心困境。结合本土教育实际与学科特性，从重构协同理念、创新实践形式、完善长效机制三个维度提出针对性优化路径，旨在破解家校共育脱节难题，构建高效协同的育人体系，助力小学生英语核心素养的稳步提升。

Abstract: Against the dual background of the “Double Reduction” policy and the cultivation of core competencies, primary school English teaching has increasingly emphasized the collaborative linkage between in-class and after-class learning. School-family collaboration has become a key approach to compensate for the limitations of classroom teaching and optimize the language learning ecosystem. This paper adopts a secondary literature research method to systematically sort out domestic and international research results on school-family cooperation and primary school English education. Grounded in Epstein’s six-dimensional theory of school-family partnerships, Krashen’s Input Hypothesis of second language acquisition, communitarianism, and Dewey’s educational thought of democratic community, this paper analyzes the overall status of school-family collaborative education in primary school English in China, and extracts three core dilemmas: cognitive concept deviation, shallow practical participation, and lack of long-term mechanisms. Combined with local educational practice and subject characteristics, targeted optimization paths are proposed from three dimensions: reconstructing collaborative concepts, innovating practical forms, and improving long-term mechanisms. The study aims to resolve the disconnection in home-school co-education, construct an efficient collaborative education system, and promote the continuous improvement of primary school students’ core English competencies.