家园社协同视域下幼儿园科学教育育人共同体的构建路径与运行机制研究

Research on the Construction Path and Operational Mechanism of the Kindergarten Science Education and Education Community from the Perspective of Home-School-Community Collaboration

摘要: 家园社协同是提升幼儿园科学教育质量的关键路径，构建育人共同体则是实现深度协同的组织载体。当前幼儿园科学教育面临资源碎片化、主体参与不足、活动与儿童生活脱节等现实困境。本研究以生态系统理论、社会资本理论与协同治理理论为分析框架，提出“理念共生–组织共建–资源共用–活动共育–评价共享”五维构建路径，并阐释其动力机制、协调机制与保障机制。结合“社区科技馆探秘”“家庭实验室”“幼儿科探节”三个实践案例，展示了育人共同体的典型运行样态。研究认为，家园社协同的科学教育育人共同体应从“活动式配合”走向“制度化共生”，为幼儿园科学教育改革提供可复用的操作框架。

Abstract: Family-kindergarten-community collaboration is a critical pathway to improving the quality of science education in kindergartens, and building an educational community serves as an organizational carrier for deep collaboration. Current science education in kindergartens faces challenges such as fragmented resources, insufficient participation by stakeholders, and a disconnect between activities and children’s life experiences. Using ecological systems theory, social capital theory, and collaborative governance theory as analytical frameworks, this study proposes a five-dimensional construction pathway—“shared vision, co-built organization, shared resources, co-implemented activities, and co-evaluated outcomes”—and elaborates its dynamic, coordination, and safeguard mechanisms. Through three practical cases (“Community Science Museum Exploration”, “Home Laboratory”, and “Young Children’s Science Festival”), the study demonstrates typical operational models of the educational community. The research concludes that an educational community for science education involving family, kindergarten and community should shift from “activity-based cooperation” to “institutionalized symbiosis”, providing a replicable operational framework for early childhood science education reform.