从分工到耦合：高校家校协同的路径重构与自我主导力培育

From Division to Coupling: Reconstructing the Path of University-Home Collaboration for Fostering Self-Authorship

摘要: 高校家校协同长期面临“责任模糊、协同低效、与学生发展需求脱节”的困境。本研究以自我主导力理论为敏化概念，运用共识性质性研究方法，对10例涵盖学业危机、心理困境与高风险行为的学生案例进行深度分析。研究发现，困境的本质在于学生自我主导力发展受阻；有效的家校协同遵循“评估–边界–激活”三阶段动态耦合路径：评估阶段以自我主导力为核心进行系统诊断；边界阶段针对“侵入型”或“缺位型”家庭边界，采取“赋权式”或“结构化”调和策略，协商建立动态的“支持性责任框架”；激活阶段通过“创造负责任的选择”和“促进反思性对话”，促成学生主体性回归。该模型推动家校协同实现从行为纠偏到发展赋能、从静态分工到动态耦合、从家校二元到学生–家校三元共生的范式转向，为构建以学生内在成长为导向的协同育人体系提供了理论依据与实践指南。

Abstract: Home-School collaboration in higher education has long been plagued by ambiguous responsibilities, inefficient coordination, and misalignment with students’ developmental needs. Grounded in the theory of self-authorship as a sensitizing concept, this study employed a consensual qualitative research (CQR) approach to analyze ten student cases involving academic crises, psychological distress, and high-risk behaviors. The findings reveal that the core of these challenges lies in students’ arrested development of self-authorship. Effective collaboration follows a dynamic three-stage coupling pathway of “assessment-boundary-activation.” The assessment stage involves systematic diagnosis centered on students’ self-authorship. The boundary stage addresses either “intrusive” or “absent” family boundaries through “empowerment-oriented” or “structural adjustment” strategies, negotiating a dynamic “supportive responsibility framework.” The activation stage facilitates the return of student agency through “creating accountable choices” and “promoting reflective dialogue.” This pathway model advances a paradigm shift in home-school collaboration—from behavior correction to developmental empowerment, from static division of labor to dynamic coupling, and from a home-school binary to a student-home-school trinity—offering both theoretical grounding and practical guidance for building a collaborative education system oriented toward students’ inner growth.