Recently, the Ministry of Education and 17 other departments jointly issued the "Work Plan for Family School Society Collaborative Education" Education Alliance ", proposing to promote the comprehensive establishment of family school society collaborative education" Education Alliance "in various regions, ensuring that the collaborative education mechanism of government coordination, departmental cooperation, school leadership, family responsibility, and social participation is more perfect, and promoting a stronger atmosphere for students' comprehensive development and healthy growth. As early as 1952, the Ministry of Education included "home school (kindergarten) cooperation" as an important part of running kindergartens and schools in its documents. Since the 18th National Congress of the Communist Party of China, the concept that "families, schools, governments, and society all have responsibilities to do a good job in education" has become increasingly popular. The report of the 20th National Congress of the Communist Party of China further requires the establishment of a sound mechanism for family and social education in schools... How effective is the implementation of collaborative education between families, schools, and communities, and how can it be further improved? The reporter conducted an interview on this matter. 1. Creating a Home School Co educational Space: The "Three Divided Land" family vegetable garden plan has been implemented for a year on the campus of Fengtai Primary School, Beijing No.11 School. When it comes to the initial implementation scenario, Principal Cao Jun enthusiastically talks about it: "Although the 68 family vegetable plots are on campus, they are not planted by teachers and students, but jointly built by families and schools, managed and protected by families. After the recruitment plan was released, parents showed great enthusiasm for participation, and more than 200 families signed up. Finally, the ownership of each vegetable plot was determined through lottery and notarization." For vegetable plots, the school does not provide custody, only water sources and tool storage rooms. A parent and their child learn and grow together through agricultural labor. A unique planting experience helps children understand that all life experiences come from nothing, from practice. This' three-way divide 'is not simple. It is a new battlefield for parent-child education, where everyone can participate in creating a new family life Cao Jun introduced, "In this process, children gain experience in planting vegetables and receive value evaluation. Even if the vegetable harvest is not good, it can help children understand that failure is the norm of life, and they need to learn to accept and face the results. This is the educational value of the process." "Previously, except for activities such as parent teacher meetings, we rarely entered the school. After claiming the 'family vegetable garden', we can also enter the school on weekends." Ms. Cheng, a parent of a third grade student at the school, happily said, "After work at night, we can accompany our children to water the water and chat with the teacher. The school opens the gate, making communication between home and school smoother." "Educational exchanges happen at any time, and the relationship of mutual support. To be closer. Previously, we couldn't find a suitable platform and carrier, which inevitably led to a distance between home and school. Now, there is a possibility to break down barriers and have close interactions Cao Jun said. In order to promote mutual understanding between families and schools, Zhongguancun Third Primary School in Beijing has not only set up parent open days, but also opened up some on campus activities and spaces, such as teacher final grading, teaching and research activities, elective courses, club activities, canteens, etc. Parents can arrange 20-30 people to enter the school for observation each time through official WeChat appointments. Among these activities, the most popular among parents is observing the final grading. Every time the observing parents arrive at a grading venue, the teaching and research team leader will provide a detailed explanation of the principles, process, review mechanism, grading standards, and how to guide their children to review efficiently. This observation process can allow parents to not only see the professionalism of the teacher, but also feel the difficulty of the teacher, and thus better understand the teacher. Social forces are also promoting communication and understanding between families and schools. In 2019, the Beijing Education System Working Committee took the lead in promoting the pilot construction of family school social education consultation rooms nationwide, committed to providing accurate family education guidance services and solving the "last mile" problem of family education guidance. In the past 4 years, it has developed from 40 consultation rooms in 8 districts to 120 consultation rooms in 16 districts, and has conducted more than 12000 lectures, consultations and other activities, serving more than 2.3 million students and parents. This is a great exploration - government coordination, departmental collaboration, school leadership, and social support, working together to create a joint force for educating people, "said Kang Liying, a professor at Capital Normal University. On September 21st, the theme activity of "Promoting the Spirit of Scientists and Lighting up Scientific Dreams" was held at Bayi School in Beijing. Xue Qikun, an academician of the CAS Member and president of South University of Science and Technology, came from other places to tell students about his mental journey on the road to science, and was interviewed by "small journalists" after the meeting. "The Chinese Academy of Sciences has always adhered to the simultaneous development of scientific research and education, and the equal emphasis on producing achievements and talents. By carrying out popular science work and building popular science brands, it has stimulated the scientific interest of the public, especially young people, and led young people to grow into the future force of building a modern socialist power." Wu Chaohui, Vice President and Deputy Secretary of the Party Leadership Group of the Chinese Academy of Sciences, said. Huanggu District Aviation Experimental Primary School in Shenyang City, Liaoning Province is adjacent to AVIC Shenyang Aircraft Group, AVIC Shenyang Aircraft Design and Research Institute, and Shenyang University of Aeronautics and Astronautics. The school's party branch continuously exchanges ideas with the party committees of Shenyang Aircraft Group, Shenyang University of Aeronautics and Astronautics, and the Mudan Community Party Committee affiliated with the school, and collides with the "Aviation+" family school social work concept. The "Aviation+" expert classroom and "Aviation+" parent classroom allow professionals with expertise to bring lively and cutting-edge lectures to students; The "Aviation+" practice base allows students to step out of campus and engage with society. On the first day of school, teachers, students, and parents sang "Me and My Motherland" at the Shenyang Aircraft Expo Park; On the 110th anniversary of China's aviation industry, representatives of teachers and students from the school came to Shenyang Aircraft Corporation to participate in the aviation science popularization carnival with experts from AVIC Group, to comprehensively understand the achievements of China's aviation industry development; Students and parents from the 3D club came to the 3D Printing International R&D Center of Shenyang University of Aeronautics and Astronautics to embark on a journey of home school research and learning... In Beijing, the "Hundred Schools, Primary and Secondary School Students Science Popularization Education University Tour" and "Hundred Science Popularization Education Lectures" have become brand activities. The Beijing Education System Working Committee has established youth science popularization education bases in 36 venues including museums, science museums, and exhibition halls at 21 universities including Peking University and Tsinghua University. Each unit participates in its own way, such as the "Reading City Station" school tour event planned by the Capital Museum, with the theme of "Exploring Beijing's Central Axis", which enters more than ten schools in the form of exhibition boards, allowing students to understand the historical evolution and World Heritage application work of Beijing's Central Axis without leaving the campus. Since the 18th National Congress of the Communist Party of China, collaborative education has been increasingly valued Wang Haiping, Director of the Department of Basic Education at the School of Education of the Open University of China, said, "In building an education powerhouse, social institutions have also played a significant role. According to the main body division, there are not only women's federations and customs committees, but also youth centers, museums and other institutions. The intervention of community forces has further enhanced the power of the whole society to jointly safeguard the healthy growth of young people and lift the 'wings of dreams'." 3. Clearing the bottleneck of talent cultivation and utilization in the field of vocational education, social synergy also plays an important role. The Implementation Plan for National Vocational Education Reform proposes to "promote comprehensive and deep cooperation between schools and enterprises" and "vocational colleges should actively cooperate with qualified enterprises in talent cultivation, technological innovation, employment and entrepreneurship, social services, cultural inheritance and other aspects based on their own characteristics and talent training needs". Collaboration between schools and enterprises is of great significance for vocational education. It can be specifically divided into three parts: collaborative talent cultivation, collaborative resource construction, and collaborative culture generation Chen Yan, Executive Dean of the Yangtze River Delta Industry Education Integration and Vocational Education Development Research Institute and Professor at Zhejiang University of Technology, said. In terms of talent cultivation, vocational colleges and enterprises need to collaborate to develop talent cultivation plans that meet market demand. In terms of resource construction, the two are the main bodies of the shared resource platform, reflected in information resources, facilities and equipment, human resources, project resources, digital resources, research and development resources, and other aspects. In terms of cultural generation, enterprises participate in campus culture construction, and schools integrate corporate culture into professional teaching processes and student activities to cultivate students' professional qualities Chen Yan introduced. The slow progress of promoting school enterprise cooperation in some local universities is deeply due to their low substantive contribution and weak ability to serve regional industrial development; The underlying reason why some vocational colleges find it difficult to mobilize the enthusiasm of leading enterprises to participate in talent cultivation is the weak matching between the training of technical and skilled talents and the talent needs of enterprises Lu Zhongyou, Dean of the Education Science Research Institute at Hunan University, stated that vocational education should be based on the actual development of national and regional industries, achieve deep integration of industry and education through social collaboration, effectively stimulate the enthusiasm of participating entities, and form a seamless connection between the "industry chain", "job chain", "education chain" and "innovation chain", further improving the suitability and matching of technical and skilled talent cultivation. Chen Yan believes that besides schools and enterprises, the role of society cannot be ignored. Government departments formulate relevant policies and regulations, with regions as nodes and industries as pivot points, to guide and support cooperation between schools and enterprises, providing policy guarantees and financial support for school enterprise cooperation. Society is the supervisor and implementer, and social institutions, industry associations, etc. supervise and evaluate the process and effectiveness of school enterprise cooperation to ensure its quality and efficiency. Society can also integrate various resources to build platforms for school enterprise cooperation, promote information exchange, resource sharing, and technology circulation