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随着终身教育、学习社会理念的深入人心和我国终身教育体系构建步伐的加快，近几年来，我国的社区教育工作取得了长足的进展。１９９３年，全国社区教育研讨会在北京召开；“九五”期间，国家级重点课题《具有中国特色的社区教育理论与实验研究》在全国多个省、市铺开；１９９９年１月国务院批转教育部《面向２１世纪教育振兴行动计划》，其中明确提出“开展社区教育的实验工作，逐步建立和完善终身教育体系，努力提高全民素质”；２０００年４月，教育部职成教司下发《关于在部分地区开展社区教育实验工作的通知》，并确定首批八个实验区。──社区教育，正成为中国教育的新亮点；社区教育，已经从理论到实践，从专家研究到行政决策到基层一线多层次展开、全方位推进。 为使广大关心社区教育的读者对社区教育有一个全面的了解，本刊特策划组织“社区教育专题”，约请专家进行访谈，组织社区教育理论探讨，同时重点推出了在社区教育实践中已形成自己特色的全国部分市、区、村的工作经验，希望就此为读者打开一扇关注社区教育的窗户，并供广大社区教育实践者借鉴
With the promotion of life-long education, the study of social ideas and the acceleration of the construction of our lifelong education system, in recent years, great progress has been made in our community education work. In 1993, the national seminar on community education was held in Beijing. During the Ninth Five-year Plan period, the national key project “Theoretical and Experimental Research on Community Education with Chinese Characteristics” was launched in various provinces and cities across the country. In January 1999, the State Council approved Turn the Ministry of Education “Action Plan for the 21st Century Education Rejuvenation”, which explicitly put forward “to carry out experimental work of community education, and gradually establish and improve the lifelong education system, and strive to improve the quality of the people”; April 2000, “Notice on Carrying Out Community Education Experiments in Some Areas” and set out the first batch of eight experimental areas. ── Community education is becoming a new bright spot in China’s education. Community education has progressed from theory to practice, from expert research to administrative decision-making to the grassroots level and at all levels. In order to make readers who care about community education have a comprehensive understanding of community education, we plan to organize the topic of community education, invite experts to conduct interviews and organize discussion on community education theory. At the same time, we focus on launching the practice of community education Own characteristics of the country part of the city, district, village work experience, hoping to open a window for readers to focus on community education, and for community education practitioners learn from