交叠影响域理论下家校社协同育人现状、困境与优化路径研究——以成都市部分区域为例

Research on the Current Situation, Challenges, and Optimization Paths of Home-School-Community Collaborative Education under the Theory of Overlapping Sphere of Influence—Taking Some Areas in Chengdu as an Example

摘要: 家校社协同育人是我国基础教育改革的重要战略方向。本研究以爱普斯坦的交叠影响域理论为分析框架，采用问卷调查法和半结构访谈相结合的研究方法，对成都市城区部分中小学820名家长、61名教师进行问卷调查，并选取S社区、X社区两名管理者进行深度访谈，系统调研了当前成都市部分区域家校社协同育人的运行现状及困境。研究发现，调研区域内家校社三方实践行为与交叠影响域理论理想模型存在显著落差，家校沟通呈现浅层化特征，社区家庭教育服务供需匹配度不足，且不同学历、家庭结构的家长协同参与行为存在明显分化。基于调研结果，本文立足区域实证数据，以交叠影响域理论的外部模型、内部模型及六大实践模式为核心框架，深挖问题背后的制度、文化与资源成因，从制度保障、机制构建、实践操作和能力建设等多个维度，提出适配区域基础教育发展、可落地、可推广的家校社协同育人优化路径。

Abstract: Collaborative education among home, school, and community is an important strategic direction for the reform of basic education in China. This study adopts Epstein’s theory of overlapping spheres of influence as the analytical framework and employs a combination of questionnaire surveys and semi-structured interviews. It conducts surveys among 820 parents and 61 teachers from selected primary and secondary schools in urban areas of Chengdu, and selects two managers from Community S and Community X for in-depth interviews. The study systematically investigates the current operational status and challenges of collaborative education among home, school, and community in some areas of Chengdu. The research finds that there is a significant gap between the practical behaviors of home, school, and community in the surveyed areas and the ideal model of the theory of overlapping spheres of influence. Home-school communication exhibits superficial characteristics, the matching degree between supply and demand of community family education services is insufficient, and there is significant differentiation in collaborative participation behaviors among parents with different educational backgrounds and family structures. Based on the survey results, this paper, grounded in regional empirical data, takes the external model, internal model, and six practical models of the theory of overlapping spheres of influence as the core framework. It delves into the institutional, cultural, and resource causes behind the problems and proposes optimized paths for collaborative education among home, school, and community that are suitable for regional basic education development, feasible, and scalable. These paths are proposed from multiple dimensions, including institutional guarantees, mechanism construction, practical operations, and capacity building.