当日的首届科技教育成果展现场集中展示了科技节系列活动成果，项目覆盖创客、机器人、人工智能、 未来工程师等多个前沿领域，并设有观鸟、天文、航天等主题的摄影绘画展。各区科技教育成果也同步 展出，涵盖课程创新、实践案例、跨校联动等内容，促进了区域经验交流与资源共享。 航空教育教学主题展是本次活动的一大亮点，集中呈现了北京航空航天大学等多所高校及中小学在"制 造业王冠"航空领域的教学成果。展览通过实物、模型与互动装置，展现航空科技从课堂到前沿的完整 脉络，在青少年心中播下探索苍穹的科学种子。 "最难的部分是如何呈现机身那流畅优美的线条，如何上色也是一大难题……经过不断尝试，我们终于 用废旧纸板制作完成了歼-20模型。"北京市育翔小学回龙观学校科技社团的成员在航空教育教学主题展 上展示了他们亲手制作的歼-20模型，并热情地向观众介绍。该校传承育翔小学空军子弟基因与"翔文 化"，聚焦航空航天、生命科学等特色领域。 来自西城区的北京市第十五中学展示了学生作品燃油小车，小车使用兼具轻量化与稳定性的4040欧标铝 型材，逐一攻克尺寸偏差、配件适配等难题制作而成；石景山区青少年活动中心展示了宁城古塔模型， 精准复原内蒙古赤峰市宁 ...

上海开放大学非学历教育部副部长应一也表示，经过调研发现，部分郊区家长群体中有超过六成家长为来沪务工人员，因工作繁忙无法参与常 规家校活动，他们有极大迫切需求，希望能在空余时间就近、就便得到家庭教育指导。 央视网消息：12月5日，上海家长学校首批100个乡村家庭教育学习点集中挂牌。这标志着上海的家庭教育指导服务网络，从原先的市、区、街 镇三级，全面延伸覆盖到了农村基层。 乡村家庭教育学习点 能学什么？怎么学？ 在上海市闵行区吴泾镇和平村的乡村家庭教育学习点里，家长和孩子们正一起制作本地特色的芦纹布手工包。 5年前，上海开放大学创办了上海家长学校，通过线上讲座、线下培训等多种方式，帮助家长缓解"育儿焦虑"，共同守护青少年健康快乐成 长。首批集中授牌的100个乡村家庭教育学习点，全部位于上海市郊区乡村与社区，实现了家庭教育公共服务的全域下沉。服务点建到了村 里，到底能学什么、怎么学？ 在上海市金山区亭林镇的一个中药百草园，孩子们亲手采摘山楂、辨识草药。对家长来说，这不仅是陪伴，更是一次和孩子并肩探索的体验。 上海家长学校的目标，不仅是教家长如何教育孩子，更是帮助家长成为孩子的"学习伙伴"和孩子一起进步。 上海家长学 ...

经验交流环节，昆山开发区社会事业局副局长王丽与瑾晖实验小学校长陆丽梅以《四方同心，"育"见美 好》为题，联袂分享了区域联盟推动协同育人的创新路径；江苏省昆山中学副校长戈峰通过《互联聚 力，在行走中涵育"传是"精神》，展现高中阶段生涯教育的融合实践；花溪小学党支部书记林晓峰则以 《筑心桥·育缤纷》为题，呈现小学阶段家校互动与心育融合的生动场景。 南京师范大学家庭教育研究院院长缪建东教授作《家校社协同育人中的班主任实践探索》主旨报告；江 苏省教育科学研究院教授刘霞教授深入阐释《协同育人"教联体"建设与高质量家庭教育的互促关系：基 于"进万户"大调查的数据分析》；上海市教科院普教所家庭教育研究中心主任郁琴芳则聚焦《当前学生 社会与情感能力协同培养的难点及建议》，为实践推进提供理论支撑。 推进会现场，江苏省教育科学研究院教授、江苏省家校社协同育人综合改革项目负责人刘霞为昆山"江 苏省首批家校社协同育人'教联体'建设实验区"授牌，这标志着昆山家校社协同育人迈入新阶段，未来 将以"试验田"的担当，为全省乃至全国协同育人改革探索更多路径、提供更好经验。 随后，刘霞、苏州市教育局德育处处长孙丽娟与市文明办、教育局、公安局、文 ...

Core Viewpoint - The pilot program for social work services in schools in Fangshan District aims to enhance the quality of education by promoting a collaborative approach among families, schools, and communities, marking a new phase of professionalization and systematization in education [1] Group 1: Program Launch and Objectives - The pilot program was launched at Liangxiang Fifth Middle School, with two schools, Liangxiang Fifth Middle School and Liangxiang Xinggongyuan School, participating in the initiative [1] - The initiative is driven by the "Fangshan Good Neighbor" governance brand, focusing on injecting professional support into regional educational development [1] Group 2: Service Model and Implementation - The program utilizes a "1+5+4" school social work service model centered on student growth, fostering a collaborative mechanism involving social workers, teachers, parents, and the community [1] - The social work team has conducted 52 training sessions, growth classes, and case services at Liangxiang Xinggongyuan School, focusing on first-grade students' adaptation to school and sixth-grade students' mental health education [1] Group 3: Future Plans - Fangshan District plans to build on the pilot program to continuously improve the school-community collaboration mechanism and expand the coverage of professional services [1] - The initiative aims to establish social work as a crucial support system for the healthy development of adolescents [1]

济南高新区御山台学校 在操场举行亲子运动会，家长与孩子携手奔跑，活力满满。（资料片） 清晨6点，济南高新区凤凰国际社区的步道上，二三十个孩子正匀速慢跑，十几名家长或跟跑陪 伴，或沿途看护。 "一开始，'七点伴读'活动室只为有需求的家庭提供服务，现在，我们开设了170余项课程，拓展了 赠书、课外阅读、家长课堂、校外研学等一系列活动。"邹平市教体局党组成员、教研室主任韩新刚介 绍，目前"七点伴读"活动已在全市推广，设立76个伴读点，惠及近9000个家庭。 "我们鼓励各地聚焦馆校协同、医教互促、体教互融、家校互动、社教同频或警校同步等方式，因 地制宜探索教联体建设路径，小切口凝聚协同育人力量。"山东省教育厅基础教育处副处长孙永泗介 绍，在山东，像"七点伴读"这样的教联体品牌还有200多个。截至目前，山东所有市、县（市、区）均 建立了"教联体"，提前两年完成目标。 "孙予瀚，周末咱们要不要去做漆扇？""许梦晗说还想去科技馆。"跑团里，金谷凤北梦之队的4位 小队员商量着课余安排。四人同是金谷小学三年级的学生，2022年因"伙伴+"学生成长共同体项目结 识，如今四人放学后总是形影不离，家长们也处成了朋友。 "从一开始的几 ...

浙江省杭州市拱墅区持续深化教育改革，积极构建以"大运河文化"为底蕴的育人体系，通过制度创新与 文化浸润相结合，努力培养有理想、有担当、有素养的新时代"运河好少年"。 创新班级自治制度，激发学生成长内驱力 为破解在班级管理中学生参与不均、主体意识不强等问题，拱墅区探索实施"一班双委"创新班级自治制 度，激发学生成长内驱力。2022年11月，拱墅区启动新时代"运河好少年"培养计划，遴选26个班级开展 首批试点，推行"男女生班干部AB岗""双班长制"等模式。2025年5月，在拱墅区第二届"成长节"上， 《拱墅区中小学推进"一班双委"工作实施意见》正式发布，系统构建了多元组合模式，提出了包括男女 生班委互补、单双周轮值、常规与创新协同等模式，为学校提供了多样化实践路径。 各学校结合实际积极创新。杭州市卖鱼桥小学推出"岗位盲盒"机制，每周提供30余个岗位供学生选择。 杭州市春蕾中学引入"学生会"运行模式，学习部设立"理科攻坚组"与"文科创意坊"，文体活动实行"项 目竞标"，并建立"月末阳光评议"机制，强化过程反馈与成长激励。 拱墅区充分挖掘大运河文化资源，围绕"把大运河这篇文章做好"重要要求，打造"大运河思政"品牌，构 ...

Core Viewpoint - The draft regulation on family education in Sichuan Province aims to establish a legal framework that clarifies the responsibilities of families, schools, governments, and society in the education of minors, addressing the evolving needs of family education in a complex social environment [1][2]. Group 1: Responsibilities and Mechanisms - The draft emphasizes that parents or guardians are the primary responsible parties for family education, promoting the idea that the family is the "first classroom" and parents are the "first teachers" [4]. - It highlights the importance of collaboration among families, schools, and communities to support the healthy development of minors, encouraging active communication and participation in educational activities [4][6]. - The draft outlines a tiered responsibility system, with local governments tasked with leading family education efforts and addressing service supply shortages [5]. Group 2: Implementation and Support - The regulation proposes the establishment of an information-sharing platform for family education, including online resources and courses to enhance accessibility [5]. - It calls for community-level initiatives, such as parent schools, to provide guidance and support for families, fostering collaboration between community resources and educational institutions [5]. - Legal responsibilities are defined to ensure compliance, with penalties for non-compliance by family education service providers and guardians who neglect their duties [6].

Core Insights - The event focused on the collaborative innovation and development of family education, highlighting the importance of cooperation among families, schools, and communities [3][4] - The Chinese Family Education Society's subcommittee on family-school-community co-education has made significant contributions to the establishment of national standards for family education instructors and the development of training materials [3] - The current stage of family education is characterized by unprecedented policy support and rich theoretical and practical outcomes, as emphasized by the director of the China Children’s Center [3] Group 1 - The event was attended by over 120 experts and representatives from the family education field, indicating a strong interest and commitment to the topic [2][3] - The three-day event included discussions on key topics such as the construction of collaborative education mechanisms and the evaluation of the "14th Five-Year Plan" for family education [3] - The China Children’s Center is actively exploring support paths for family-school-community collaboration through initiatives like establishing family education departments and parent schools [3] Group 2 - The event served as a platform for sharing experiences among family education practitioners, fostering consensus on innovative development in the family-school-community co-education model [4] - The ongoing efforts aim to empower parents and family education workers to contribute positively to children's comprehensive growth and family harmony [3]

Core Insights - The article discusses the launch of the "Suhua Good Family · Home + Growth" family education project in Putuo District, which aims to enhance family education quality through collaboration among various stakeholders, including local government, universities, and community resources [1][10] Group 1: Project Overview - The project is initiated by the Putuo District Women's Federation and aims to create a platform for sharing quality family education resources, addressing the needs of families in a competitive learning environment [1][10] - The "Home + Bookstore" initiative, part of this project, has expanded to include 238 reading venues across Shanghai, focusing on themes of parent-child growth, parental improvement, and family happiness [2][10] Group 2: AI Empowerment and Training - The "AI Empowerment Family Education Gold Seed Smart Parent Growth Plan" utilizes AI technology to enhance family education, combining traditional cultural elements with modern parenting concepts [5][10] - The training program consists of a 6-week course covering essential parenting skills, including communication techniques and child psychological development, with a focus on practical application [5][7] Group 3: Community Engagement and Certification - The project aims to recruit 100 families as the first cohort of participants, utilizing a hybrid model of online and offline training to ensure comprehensive engagement [7][10] - Participants who complete the program will receive a "Parenting Education Practice Instructor" certificate, promoting the development of knowledgeable community volunteers in family education [7][10]

Core Viewpoint - The recent launch of the "Home·Joy Growth Community School Collaboration Project" in Gusu District emphasizes the integration of family education with community and higher education resources to enhance the quality of community education [1][2] Group 1: Community Education Initiatives - The Gusu District has established the first community family education practice base in the Zhongjie Road community, offering various family education activities and a dedicated "radio" for audio courses accessible via QR codes throughout the area [1] - The base features three research study routes designed around the cultural heritage of Wen Zhengming and the Wen family ethos, transforming excellent family traditions into tangible cultural practices [1] Group 2: Teacher Development and Cultural Projects - In May, a quality teacher team was formed in the Jin Tang Street, launching the "Parent-Child Exploration of Su-style Intangible Cultural Heritage" project, which won awards at both city and district levels [2] - The Jin Tang Street has developed a community education tour project titled "Exploring the Eight Gates of Gusu," focusing on four cultural themes: integrity, commerce, craftsmanship, and opera, successfully selected as a community education tour project in Suzhou [2] - Additional projects like smartphone application courses for the elderly and "Ancient Charm in the Prosperity of Gusu" cater to diverse learning needs while integrating traditional culture with modern life [2]