校家社协同视域下小学科学教育的现实困境与优化路径

Practical Dilemmas and Optimization Paths of Primary School Science Education from the Perspective of School-Home-Community Collaboration

摘要: 随着核心素养导向的基础教育改革持续深化，突破单一课堂教学的局限、构建校家社协同的科学育人体系，已成为小学科学教育高质量发展的重要方向。本文以T市S小学为案例学校，在梳理相关政策与既有研究的基础上，系统剖析当前小学科学教育校家社协同育人的现实困境，其表现主要为：学校协同育人缺乏专业能力与制度支撑；家庭参与停留于浅层配合；社会资源与学校课程之间缺乏有效转化通道；跨部门制度保障机制落实乏力。在此基础上，本研究阐释了校家社协同育人的核心价值，即打通课堂、家庭与社会的育人边界，实现科学知识与生活经验的贯通，并推动多元育人资源在课程目标引导下互补整合。基于上述困境与价值分析，本研究从学校、家庭、社会、制度四个维度提出优化路径：学校层面使协同成为教学的内在环节，家庭层面使科学对话成为日常习惯，社会层面促进资源向学习过程转化，制度层面使协同成为可考核的常规工作。这一路径设计旨在推动校家社协同由碎片化探索转向常态化运行，并为小学科学教育协同育人实践提供可参照的分析框架与实施思路。

Abstract: With the continuous deepening of competency-oriented basic education reform, breaking through the limitations of single classroom teaching and constructing a school-home-community collaborative science education system has become an important direction for the high-quality development of primary school science education. Taking S Primary School in T City as a case school, and based on a review of relevant policies and existing research, this paper systematically analyzes the practical dilemmas of school-home-community collaborative education in current primary school science education, which are mainly reflected in the following aspects: schools lack professional capabilities and institutional support for collaborative education; family participation remains at a shallow level of cooperation; there is no effective transformation channel between social resources and school curricula; and the implementation of cross-departmental institutional guarantee mechanisms is inadequate. On this basis, this study explains the core value of school-home-community collaborative education, namely breaking the educational boundaries of classrooms, families and society, realizing the integration of scientific knowledge and life experience, and promoting the complementary integration of diverse educational resources under the guidance of curriculum objectives. Based on the above analysis of dilemmas and values, this study proposes optimization paths from four dimensions of school, family, society and institution: schools should integrate collaboration into internal teaching procedures; families should form daily habits of scientific communication; society should facilitate the transformation of social resources into learning processes; and institutions should standardize collaborative education as assessable routine work. This path design aims to shift school-home-community collaboration from fragmented exploration to normalized operation, and provide a referable analytical framework and implementation ideas for the practice of collaborative education in primary school science education.