Collaborative education between school, home and community is a new educational ecology

Simply put, ecology refers to the living conditions of all living things, as well as the interlocking relationships between living things and between living things and the environment. The collaborative education between school, family and society that we are now advocating is also building a new educational ecology. When talking about ecology, people often think of nature, green, diversity, harmony, freedom, etc. So is our education today harmonious? Are the synergies and relationships between the various systems and elements of education ideal? What kind of new ecology and new pattern of educating people should we pursue? What are our fundamental goals and tasks in promoting collaborative education between schools, families, and society today? These are questions worthy of deep thought by the education system. I believe that a good educational ecosystem should at least have the following characteristics. The children\’s scientific enlightenment educational cartoon Adu Baize has two seasons in ultra-clear 1080P. First, the educational philosophy is consistent. Suhomlinsky, a famous educator in the former Soviet Union, believes that only when schools and families are like-minded, hold consistent beliefs, and act unanimously, can children achieve comprehensive and harmonious development. Whether our education can return to its original intention and mission today, and whether schools, families and society can reach a consensus on this issue, is a very challenging question. Is the fundamental purpose of school education to educate people first or to get into higher education first? Answering this question is a great test of the conscience of educators. As educators, we need to reflect on this. If we regard exam preparation and further education as the most important educational tasks, then in this case, how can we truly implement the fundamental task of cultivating people with moral integrity? Therefore, the consensus on educational ideas and the consensus on educational concepts are the prerequisite for collaborative education between the school, home and society. Second, the functions of the school, home and society are complementary. Whether the educational functions of school, family and society are diversified and coordinated is also a major issue that tests the educational ecology. The main function of school education is subject education, the main function of family education is life education, and the main function of social education is practical education. The three should have different and clear positioning. However, the current tendency of family education is to become school-oriented, and family education has become a vassal of school education and a tool for exam-oriented education. This is a serious problem in the current education ecology. Social education should not become an externalization of school education, and students\’ off-campus educational life should not be occupied by subject cram schools and training classes. Therefore, today we need to re-establish the collaborative education relationship between school, home and community. This kind of collaboration must first ensure that everyone takes his own place and makes use of his strengths to form a synergy of educational functions. Otherwise, we are not cooperating in educating people, but cooperating to harm the healthy growth of children. . The third is the isomorphism of the educational environment. How to establish an environment for collaborative education? Schools, families, and society need to work together to create an educational environment suitable for children\’s growth. For example, the functions and values ​​of school curricula and activities in collaborative education between school, home and society should be positive, and should always be aimed at ensuring the healthy growth of children. The school-family community service learning activities carried out by Beijing Shijia Hutong Primary School are worthy of praise. The school found that many parents like to play with their mobile phones and watch TV after returning home from get off work, which seriously squeezes the time spent with their children and affects the healthy parent-child relationship. So the school launched an initiative calling on parents to put down their mobile phones and accompany their children to read, play games and exercise together.movement or labor. This activity has achieved great results, which is the isomorphism of the educational environment. The fourth is to focus on harmonious development. The school-home community needs to truly support the all-round development of children\’s moral, intellectual, physical, artistic, and physical education. It must realize that \”simultaneous development of five educations\” is to allow children to have good social development and maturity in these five aspects. This kind of inner, harmonious, and Comprehensive educational life is an inevitable requirement and inherent law for children\’s healthy growth. Once this structure is destroyed, it will not only endanger students\’ comprehensive, healthy and individual development, but also affect students\’ subject learning efficiency and quality, thereby affecting Student academic performance. An important reason why General Secretary Xi Jinping proposed at the National Education Conference to build an education system that comprehensively cultivates moral, intellectual, physical, artistic and labor education is that in the practice of educating people, we have weakened moral education, stayed away from aesthetic education and physical education, and did not provide labor education. Condition. It is impossible to guarantee the all-round development of people with this current educational situation. Don’t think that children will benefit the most from putting a lot of time and energy into taking exams and entering higher schools. In fact, this is a wrong understanding. A large number of studies at home and abroad have proven that every aspect of \”Five Education\” has the function of wholesome people. For example, physical education not only has the function of strengthening the body, but is also an important course in personality education, will and character education. It can also effectively improve the cognitive efficiency of the human brain. Many educational practices have also proven that cultivating students\’ interests in art or sports will not affect their academic performance, but will instead promote students\’ academic development. The fifth is to respect the rules and teach students in accordance with their aptitude. To build a harmonious educational ecology, on the one hand, we must start from students\’ inner needs and their own interests. On the other hand, whether it is school education, family education or social education, we must respect laws and revere science. Unfortunately, many places now do not respect scientific laws in education and teaching. For example, students are not allowed to do experiments during scientific education. This is against the laws of scientific education. A senior chemistry teacher once told me why many students don’t like chemistry now. It’s because teachers talk too much about knowledge in class and students do too many problems, but there are too few opportunities for students to do experiments, discuss orally, and think with their brains. The same is true in family education and social education. Only education that respects rules, teaches students in accordance with their aptitude, and relies on science can truly produce good educational results and truly promote the overall healthy development of children.