天津体育学院学报

学生的全面发展与身心健康是推动教育强国建设的核心议题，更是落实立德树人根本任务的关键路径。立足教育强国战略背景，紧扣建设高质量教育体系的核心要求，运用文献资料与逻辑分析法，探讨教育强国目标下“家校社”体育协同育人的价值意蕴、现实困境和实施路径，指出该协同机制在微观、中观和宏观层面所体现的三重新价值。分析和阐释“家校社”体育协同育人的价值、内容结构和现实困境，提出“家校社”体育协同育人实施路径的创新思路。“家校社”体育协同育人应构建以健康筑基和素养发展为双层目标体系、以责任联结、资源联合、空间联动为育人过程、以特定区域、学校圆心、资源纽带为育人主体的理论结构。“家校社”体育协同育人的关键要素在于价值观念的同向化、角色定位的明确化、资源运行的畅通化、协同机制的健全化。从教育观念、资源共享机制、协同治理模式评价体系、数字赋能机制、教师和辅导员沟通机制等方面提出实施路径。

Students' holistic development and physical and mental health are central tasks to advancing the goal of building a leading country in education,and are key pathways for implementing the fundamental task of fostering virtue through education. Based on the strategic background of a leading country in education and aligned with the core requirements of constructing a high-quality education system,this study employed literature review and logical analysis to systematically examine the theoretical significance,practical challenges,and implementation strategies of “home–school–community” sports collaborative education. It identifies three layers of new value that this collaborative mechanism embodies at the micro,meso,and macro levels. Furthermore,the paper analyzed and elaborated on the values,structural components,and current obstacles of “ home–school–community” sports collaboration,proposing innovative approaches for its implementation. The research argues that “home–school–community” sports collaborative education should establish a dual-objective framework—grounded in health foundation and competence development—a process architecture of “responsibility linkage,resource integration,and spatial coordination”,and a stakeholder structure of “designated regions,school centers,and resource hubs”. The key elements of successful collaboration include aligned value orientations,clarified role definitions,unhindered resource flows,and robust coordination mechanisms. Finally,the study propose implementation strategies from the perspectives of educational philosophy,resource-sharing mechanisms,collaborative governance evaluation systems,digital empowerment,and teacher–counselor communication channels.