“双减”背景下家校社协同育人的主体责任边界探析
Exploring the Boundaries of Main Responsibilities in Family-School-Community Collaborative Education in the Context of “Double Reduction”

随着教育改革的不断深入，提升教育质量，贯彻实施“立德树人”根本任务，家庭、学校和社会三者之间的协作关系日益重要。在“双减”政策下，学生负担重，家长重成绩，学校追求升学率等问题需得以解决。“双减”旨在明确家长、教师和学校在社会协同育人中的角色和责任，为促进学生的全面发展助力。通过分析相关文献和研究成果，针对家长对教育的期望过高、学校教师专业能力不足、社会资源闲置过度等问题，提出家校社三方应明确各自的主体责任，并积极发挥各自的优势，形成合力共同推进学生的全面发展。
With the continuous deepening of education reform, improving the quality of education, and implementing the fundamental task of “cultivating virtue and nurturing people”, the collaborative relationship between families, schools, and society is becoming increasingly important. Under the “double reduction” policy, issues such as heavy student burden, parents’ emphasis on grades, and schools’ pursuit of higher education rates need to be addressed. The “double reduction” aims to clarify the roles and responsibilities of parents, teachers, and schools in social collaborative education, and to assist in promoting students’ comprehensive development. By analyzing relevant literature and research results, it is proposed that the three parties of family, school, and society should clarify their respective main responsibilities and actively leverage their respective advantages to jointly promote the comprehensive development of students, in order to address issues such as high expectations of education from parents, insufficient professional abilities of school teachers, and excessive idle social resources.