【摘要】 学习型城市建设是终身学习公共服务体系的重要组成部分，是提升终身教育效能、助力实现教育强国的重要路径。随着家校社协同育人被赋予建设学习型城市战略目标的新价值，迫切需要从全局视角将家校社协同育人内涵从传统的教育场域延伸至城市治理层面。基于此，从活动理论视角出发，将现有家校社协同机制、学习型城市建设以及二者交互运行现状进行系统解构，揭示教育治理中存在的弥合资源供需错配、打通个人学习与城市发展目标、推进家校社目标诉求演进以及赋能跨组织协作网络构建的现实需求，并提出“四子系统”协同优化路径，实现资源可视化匹配、推行涵盖全体参与的规则设计、推进建构主体协同机制以及助力发展协同增值服务网络，以期为学习型城市的高质量发展提供兼具理论深度与实践可行性的解决方案。更多还原

【Abstract】 The construction of a learning city is an important component of the public service system for lifelong learning, and a crucial path to enhance the effectiveness of lifelong education and support the building a Leading Country in education. As the collaborative education involving families, schools, and communities is endowed with new value in the strategic goal of building a learning city, there is an urgent need to extend the connotation of such collaboration from the traditional educational field to the urban governance level from a holistic perspective. Based on this, from the perspective of activity theory, this paper systematically deconstructs the existing collaborative mechanisms among families, schools, and communities, the construction of learning cities, and the current status of their interactive operation. It reveals the practical needs in educational governance, such as bridging the mismatch between resource supply and demand, connecting individual learning with urban development goals, promoting the evolution of goal demands of families, schools, and communities, and empowering the construction of cross-organizational collaborative networks. Furthermore, it proposes a collaborative optimization path of a“four-subsystem”model, namely realizing visualized resource matching, implementing rule design covering all participants, promoting the construction of a subject collaborative mechanism, and facilitating the development of a collaborative value-added service network. It is expected to provide solutions with both theoretical depth and practical feasibility for the high-quality development of learning cities.更多还原