中国电化教育

社会分工打破了家校社协同推进劳动教育的格局,使得劳动教育的目标走向纷杂与错乱、劳动教育的过程出现断裂与自为、劳动教育的结果陷入混沌与冲突,继而引发劳动教育呈现出家校社分离的严重弊病。超越家校社分离式的劳动教育,呼唤家校社协同开展劳动教育,成为我国当下劳动教育理论研究、实践探索和政策推进的诉求。交叠影响域理论为家校社建立合作伙伴关系提供了理论基础,它的外部模型和内部结构为弥补家校社分离式劳动教育的缺憾提供了优化契机。由分离走向交叠是家校社协同推进劳动教育的必然路径,需要建立学校主导下家校社共同在场的格局,彰显孩子在劳动教育中的中心位置和主体角色,在家校社协同推进中兼顾劳动教育目标的预设与生成,并把关爱融入到家校社协同推进劳动教育环境建设的全过程,以期为我国当前劳动教育格局的创建提供一种新的可能。

The social division of labor has broken the pattern of cooperation among family, school and community to promote labor education, and it has led to the goal, process and result of labor education to be mixed and confused, broken and self-made, chaotic and conflicting, which makes the serious shortcomings of the separation of the family, school and community in labor education. Going beyond the separation and calling for the collaboration of labor education among family, school and community have become the demand for theoretical research, practical exploration and policy advancement in our country. The theory of overlapping spheres of influence provides a theoretical basis for the establishment of partnerships among the family, school and community. And its external model and internal structure provide an opportunity to optimize the separation among the family, school and community in labor education. From separation to overlap is an inevitable path of family, school and community to co-construct labor education. Therefore, it is necessary to establish a structure where the family, school and community are present together under the leadership of the school, highlight the central position and main role of children in labor education, and promote the presupposition and generation of labor education goals in the collaboration of family, school and society, integrate care into the whole process of labor education environment, which will provide a new possibility for family, school and community to co-constructing labor education.