为更好激发学校办学活力，推动教育高质量发展，越来越多的学校注重与博物馆进行合作。同时，中办、国办及教育部门围绕着“实践育人”陆续颁布了一系列政策及指导意见，以促进博物馆资源融入教育体系。基于对Y中学和L中学的案例分析，本文从共同体理论及组织管理视角对馆校合作的目标愿景、协作体系及信息沟通进行了探讨。

本研究采用访谈法和实物收集法，收集Y中学和L中学馆校合作的动态过程数据，深入分析两个案例馆校合作的现状及模式。研究发现，学校管理者、教师和博物馆人员构成的协作意愿，各参与主体间的信息沟通及目标协同是馆校合作启动及持续发展深化的主要因素。不同要素之间相互联结演化形成了政策驱动型的馆校合作、自由多元型的馆校合作及共建共享型的馆校合作。另外，馆校合作呈现出不同情境下多元类型兼容生效的特点。同时，因为疫情的原因及“双减”政策的推进，馆校合作迎来了新的机遇和挑战。随着家庭的参与及家校共育的探索，社会资源更灵活参与到学校教育,馆校合作也呈现了新气象。

通过对馆校合作模式的分析，笔者认为，在教育政策精准指导和保障下，参与馆校合作的各方，可以以学校为中心，通过更加科学高效的沟通方式，围绕目标的协同，构建一种实践共同体，将资源协同整合在一起，更好实现协同育人的目标。同时，北京市中小学依托丰富的博物馆资源，探索和沉淀馆校合作经验，将“馆校合作的首都模式”，推广到全国进行试点，拓展提升育人质量的新途径。

In order to better stimulate the vitality of schools and promote the high-quality development of education, more and more schools pay attention to cooperation with museums. At the same time, the Central Office, the State Council Office and the Education Department have successively issued a series of policies and guidance around "practical education", so as to promote the integration of museum resources into the education system and improve the effect of collaborative education between family, school and community. Based on the case analysis of Y middle school and L middle school, this research discusses the goal vision, cooperation system and information exchange of museum school cooperation from the perspective of community and organization management.

This study uses the methods of interview and physical collection to collect the dynamic process data of museum school cooperation between Y middle school and L middle school, and deeply analyzes the current situation and mode of museum school cooperation in the two cases. The study found that the willingness of school managers, teachers and museum personnel to cooperate, the information communication and goal coordination among the participants are the main factors for the initiation and sustainable development of museum school cooperation. The mutual connection and evolution of different elements have formed policy driven museum school cooperation, free and diversified museum school cooperation and co-construction and sharing museum school cooperation. In addition, museum school cooperation shows the characteristics of multiple types compatible and effective in different situations. At the same time, due to the epidemic and the promotion of the "double reduction" policy, museum school cooperation has ushered in new opportunities and challenges. With the participation of families and the exploration of home school co-education, social resources are more flexible to participate in school education，museum school cooperation also presents a new atmosphere.

Through the analysis of the museum school cooperation mode , the author believes that under the accurate guidance and guarantee of educational policies, all parties involved in the museum school cooperation can take the school as the center, build a practical community through more scientific and efficient communication, focus on the coordination of objectives, and combine resources together to achieve the goal of better collaborative education. At the same time, relying on its rich museum resources, Beijing has explored and precipitated the experience of museum school cooperation, promoted the "capital model of museum school cooperation" to the whole country for pilot, and  expanded  new ways to improve the quality of education.