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Current Status and Problems of Family-School-Society Collaborative Education from the Perspective of Schools:An Empirical Investigation Based on Eight Provinces and Autonomous Regions

LUO Rui ;CHEN Fumei ;LUO Yuhan ;WANG Yun ;KE Li ;HE Ran ;YANG Zhengqian ;LI Zhaoyi ;QUAN Xi;  
Continuous and high-quality collaborative education between family,school and society is of great significance to children's growth and development.Analyzing its current status is conducive to identifying problems at an early stage so that the fundamental task of enhancing morality and fostering talents can be implemented more thoroughly.Taking schools as the starting point,this study conducted a questionnaire survey on the basic status of collaborative education among 149 principals and 2,399 teachers from 149 schools(including primary and secondary schools and kindergartens) and 69,214 parents whose children were educated in those 149 schools in eight provinces and autonomous regions in China.The results indicated that at present,school-based family-school-society collaborative education projects are carried out in an orderly manner,command a high rate of satisfaction among parents,and that the collaborative education mechanism is taking shape.However,there are still some problems,such as outdated concepts of family-school-society collaborative education,insufficient manpower and financial resources,and the limited capacity of schools to integrate resources.The authors believe that in order to promote family-school-society collaborative education,it is necessary to deepen the localization of relevant theory so as to optimize all parties' understanding of collaborative education,accelerate the introduction of relevant policies and rules so as to clarify the responsibilities and boundaries of all parties,and emphasize the cultivation of professional teams specializing in family-school-society collaborative education so as to strengthen the collaborative education capacity of schools.
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