摘要
家长与社区组织成员等外部利益相关者参与学校治理是调整学校与政府、社会关系的重要策略,也是建设现代学校制度的重要路径之一。家校社合作的层次理论着重于研究外部利益相关者参与学校治理的深度与限度等一系列问题。美国教育研究界提出了两种具有代表性的有关家校社合作的层次理论,即三层次论与四层次论。前者以家庭和社区组织成员参与学校教育的程度作为判定依据,区分了最低层面、联合层面和决策层面等三种参与程度。后者从合作目的和变革深度上区分了家庭与机构间合作、全面服务学校、全面服务社区学校和社区发展等四种合作模型。两者在理论依据、目标追求和主导力量等方面具有共通性,但在判定依据、分析单位和合作策略等方面也具有显著的差异。
External stakeholders’ participation in school governance is an important strategy to adjust the relationship among schools, the government, and society, and is also one of the important ways to build a modern school system. The hierarchical theories of family, school, and community partnerships focus on a series of questions such as the depth and limits of external stakeholders’ participation in school governance. There are two typical hierarchical theories of family, school, and community partnerships in USA. One is the three-level theory, which is based on the degree of participating in school education by members of families and community organizations, differentiating three degrees of participation, i.e., the low level, the collaboration level and the decision-making level. The other is the four-level theory, which is based on the differences of cooperation purpose and transformation depth, differentiating four types of partnerships, i.e., family and interagency collaboration, full-service schools, full-service community schools, and community development. The two theories have commonality in theoretical basis, goals, and dominant power, and have differences in judgment basis, analysis unit and cooperation strategies.
作者
张永
ZHANG Yong(Faculty of Education,East China Normal University,Shanghai,200062,China)
出处
《全球教育展望》
CSSCI
北大核心
2021年第3期106-117,共12页
Global Education
基金
国家社会科学基金“十三五”规划2018年度教育学一般课题“‘生命·实践’教育学视野中家校社合作的模型建构与推进策略研究”(项目编号:BAA180024)的研究成果。
关键词
外部利益相关者
学校治理
家校社合作
层次理论
参与深度
external stakeholders
school governance
family
school and community partnerships
hierarchical theories
participation depth
