中国电化教育

教育数字化转型正处于从应用驱动向系统性生态变革跨越的关键期,中小学作为数字化转型的核心主体,其数字能力水平直接决定了转型成效的质量与可持续性。该研究基于主体性视角,运用框架分析法对72所中小学的实践案例进行深入解构,旨在剖析学校在外部规范指导下,跨越理论框架与实践行动鸿沟的演进机理。研究发现,实现有效转型的学校呈现出战略转译、场景重塑与业务再造的内生建构行动;与之相对,多数学校在实践过程中受限于基础设施割裂、治理制度滞后、人员能力断层以及外部生态失衡等多重因素,面临明显的结构性阻滞。为此,该研究提出构建以学校为主体的内生转化机制:通过需求导向实现智能基座的异构融合,依托战略转译构建自我治理闭环,实施实战导向的场景化赋能,并借助生态连接促进资源整合与下沉。该研究不仅深化了对学校数字化转型主体建构机制的理论认识,亦为不同资源禀赋下的学校提供了分层分类的诊断与改进路径,对于破解教育数字化转型实践困境具有重要的学术价值与现实意义。

The digital transformation of education is currently at a critical juncture, transitioning from application-driven initiatives to comprehensive ecosystemic change. As the key agents of this transformation, the digital capabilities of primary and secondary schools is a decisive factor in the quality and sustainability of these efforts. Based on the perspective of school agency, this study employs a framework analysis to conduct an in-depth deconstruction of practice cases from 72 primary and secondary schools, aiming to elucidate the evolutionary mechanisms by which schools bridge the gap between theoretical frameworks and practical implementation under the guidance of external standards. The study reveals that schools achieving effective transformation exhibit an endogenous logic of action characterized by strategic translation, scenario reconstruction, and process re-engineering. Conversely, in the course of their practice, most schools encounter significant structural blockages arising from the fragmentation of infrastructure, lag in governance systems, gaps in personnel capacity, and imbalances in the external ecosystem. Accordingly, this study proposes an endogenous transformation mechanism centered on the school: achieving heterogeneous integration of intelligent foundations through demand-oriented approaches, establishing a self-governance closed loop through strategic translation, implementing scenario-based empowerment driven by practical needs, and fostering resource integration and redistribution through ecological connectivity. This research not only deepens the theoretical understanding of the mechanisms of school agency in digital transformation but also provides differentiated diagnostic and improvement paths for schools with varying resource endowments, offering significant academic and practical value for addressing the implementation challenges of educational digital transformation.