统筹“三教”协同创新的逻辑理路、现实挑战及实践路径：一项系统性文献综述

• 作者： 秦琼 ^1,2 江欢 ³
• 作者单位：
  1.  江苏开放大学教务处

  2.  厦门大学教育研究院

  3.  江苏开放大学人事处
• 通讯作者： 江欢 
• 提交时间：2024-11-12

摘要: 统筹“三教”协同创新是当前深化教育综合改革的重要议题，基于5W1H分析框架，利用Nvivo14软件对国内有关研究进行系统性文献综述发现：“三教”政策演进经历了并行发展、沟通衔接、统筹协调和协同创新四个阶段，呈现出独立平行、共生交叉、综合互动和开放立体的话语转向，蕴含着教育系统自我革新、服务于强国战略需求和促进人的全面发展的价值取向，这些展现了“三教”协同创新的逻辑理路；关照实际，统筹“三教”协同创新面临着三教自身发展不足、关键体制机制不健全、社会认知阻碍等严峻挑战；站在新的点上，推进“三教”协同创新需要转变理念、克服惯习，抓住关键、优化机制，明确主体、多方参与，增加供给、提供保障，顺应发展、多重赋能。未来这一领域应进一步加强政策研究、增强理论支撑、深化研究主题、拓宽研究方法。
 
 

Abstract: Coordinating the collaborative innovation among "three educations" (school education, vocational education, and lifelong learning) is a significant issue in deepening the comprehensive reform of the current education field. Based on the 5W1H analytical framework, a systematic review of domestic related research using NVivo14 software reveals that the relationship among "three educations" has undergone four developmental stages: parallel development, communication and connection, overall coordination, and collaborative innovation. These stages manifest as an independent parallel relationship, a symbiotic cross-relationship, a comprehensive interactive relationship, and an open three-dimensional relationship, respectively. They embody the value orientations of self-innovation within the education system, serving the strategic needs of a powerful nation, and promoting human all-round development. These elements constitute the theoretical logic of collaborative innovation among "three educations." In practice, coordinating collaborative innovation among "three educations" faces severe challenges such as inadequate self-development, imperfect key institutional mechanisms, and social cognitive barriers. At this new juncture, it is necessary to transform concepts, overcome habits, seize key points, optimize mechanisms, clarify the main body with multi-party participation, increase supply and provide guarantees, adapt to development, and achieve multiple empowerment. Future research in this field should further strengthen policy research, explore theoretical support, deepen research themes, and broaden research methods.

• 来自： 秦琼
• 分类： 教育学 >> 成人教育学 教育学 >> 职业技术教育学 教育学 >> 高等教育学
• 稿件状态： 已投稿期刊
• 引用： PSSXiv:202411.01465 (或此版本 PSSXiv:202411.01465V1)
  DOI:10.12451/202411.01465
  CSTR:32012.36.PSSXiv.202411.01465
• 推荐引用方式： 秦琼,江欢.统筹“三教”协同创新的逻辑理路、现实挑战及实践路径：一项系统性文献综述.哲学社会科学预印本平台:https://zsyyb.cn/abs/202411.01465.[PSSXiv:202411.01465V1] (点此复制)