The Construction Of The Trinity Of Family, Society And School Community Education Practice Mode

City community education started in1980s in China. It has formed the educational mode of its own characteristics after the development of30years. Due to the differences in historical background development, our city community education has its limitation. Therefore, we are faced with certain realistic difficulties.Nowadays Harbin has formed a three level of district, street, family community education management system. This kind of community education, which is mainly responsible for teenagers’ideological work, has gradually expanded to be in change of the residents of all ages within the community. But there are still several contradictions in the process of practice:the contradiction between the main guidance of government and the service mechanisms, the contradiction between supply and demand of the community education, single community activities, single source of funding, the concept behind the education and other conflicts. To respond the cooperation needs of the rapid development of community education and integrate the school, community and family education together better, this paper discusses the construction of the trinity of family, society and school community education practice mode on the basis of analyzing the status quo of the community education development in Harbin city. The whole paper is divided into three parts.Part Ⅰ:Making a question (Introduction). The origin of the thesis, the theme of the study, the background to the study, the status of the study, the research methods are described in this part.Part Ⅱ:Analyzing the problem (Chapter Ⅰ, Chapter Ⅱ). Chapter I introduces the community education of trinity of family, society and school, including related concepts, the theoretical basis and practical significance etc.; Chapter II starts from the status quo of community education development in Harbin, and on this basis analyzes the trinity of family, society and school community education development predicament.Part III:Solving the problem (Chapter Ⅲ). The final chapter introduces the status of family, school and community education in the United States and Singapore. Home-school-community cooperation carried out earlier in the United States and the results are relatively rich. The country of Singapore, though small, respected the Confucian philosophy, and it has a similar rule of thought in running the country with ours. So this paper selects the United States and Singapore as the introduction of a foreign concept. The second half of this chapter constructs the trinity of family, society and school community education practice mode and build the framework of the construction.