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从边缘到中心：家校社协同育人中教师专业身份的转换机制——基于东胜区“全域心育”模式的十年追踪

From the Margins to the Center: The Transformation Mechanism of Teachers’ Professional Identity in Home- School-Community Collaborative Education —A Ten-Year Longitudinal Study Based on DongSheng District’s “Whole-Area Mental Health Education” Model

孟燕¹, 桑伟², 康现昌²

Psychology of China / 2026,8(6): 922-928 / 2026-06-18 13 7

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• Information:

  1．内蒙古鄂尔多斯市东胜区教育教学研究中心，鄂尔多斯；
  2．澳门城市大学大健康学院，中国澳门

• Keywords:
  Home-school-community collaboration; Teacher professional identity; Marginalization; Mental health education; Action research
  家校社协同; 教师专业身份; 边缘化; 心理健康教育; 行动研究
• Abstract: Home-school-community collaborative education in China faces a “formalization” dilemma: policies are actively formulated, yet practices remain tepid; collaborations are easy to initiate but difficult to sustain. This study takes Dongsheng District’s “Whole-Area Mental Health Education” model from 2013 to 2023 as a case, employing action research methods to explore the micro-mechanisms of sustainable collaborative education. The findings reveal that the key to collaborative education lies not in institutional design, but in whether participants—particularly mental health education teachers—can achieve a professional identity transformation from “marginalized individuals” to “experts.” Through the “135” teacher development model, Dongsheng District provided teachers with a three-stage pathway of “cognitive restructuring—practice empowerment—identity validation,” transforming teachers from passive policy implementers into core nodes of collaborative networks. This discovery offers a new perspective for understanding the “black box” of home-school-community collaboration and provides a replicable pathway for building education systems in resource-constrained regions. 家校社协同育人在中国面临“形式化”困境：政策热、实践冷，协作易启动、难持续。本研究以东胜区2013—2023年“全域心育”模式为案例，采用行动研究方法，探讨协同育人可持续性的微观机制。研究发现，协同育人的关键不在于制度设计，而在于参与者——特别是心理健康教育教师——能否实现从“边缘人”到“专家”的专业身份转换。东胜区通过“135”教师成长模式，为教师提供了“认知重构—实践赋权—身份确认”的三阶路径，使教师从被动的政策执行者转变为协同网络的核心节点。这一发现为理解家校社协同的“黑箱”提供了新视角，也为资源薄弱地区的育人体系构建提供了可借鉴的路径。
• DOI: 10.35534/pc.0806136 (registering DOI)
• Cite: 孟燕, 桑伟, 康现昌. (2026). 从边缘到中心: 家校社协同育人中教师专业身份的转换机制——基于东胜区“全域心育”模式的十年追踪. 中国心理学前沿, 8 (6), 922-928.