为何与何为：家校社协同育人的困境与策略——基于陶行知“小先生制”的探索

Why and How: Dilemmas and Strategies in School-Family-Society Collaborative Education—An Exploration Based on Tao Xingzhi’s “Little Teacher System”

摘要: 协同育人是学校、家庭和社会三方共同服务于“育人”目标，最大化教育效能的重要路径，也是学生全面发展、健康成长的必然需求。在以往的实践中，家庭、学校、社会在不断地博弈中陷入了理念冲突与角色错位的困境，进而破坏了协同育人的机制，影响了协同育人的高质量发展。为纾解这一困境，应基于小先生制的理论视角，调和家校理念冲突、重塑协同主体角色关系、并自下而上地构建“共学互教”育人体系，从而打通从“浅层合作”迈向“共同治理”的制度化路径。

Abstract: Collaborative education, in which schools, families, and society jointly serve the goal of “holistic education” and maximize educational effectiveness, is both a crucial pathway and an inevitable requirement for students’ all-round development and healthy growth. In past practice, families, schools, and society, caught in continuous mutual gaming, have fallen into the predicament of conceptual conflicts and role dislocation, thereby undermining the mechanism of collaborative education and hindering its high-quality development. To alleviate this predicament, it is necessary to draw on the theoretical perspective of the Little Teacher system to reconcile the conceptual conflicts between families and schools, reshape the roles and relationships of the collaborative actors, and build a “co-learning and mutual teaching” education system from the bottom up, thus forging an institutionalized path from “superficial cooperation” to “shared governance”.