【作 者】：
穆 肃， 周德青，胡小勇
【关 键 词 】：
数字化转型； 乡村教育服务； 协同学； 服务金三角； G-4C协同模式
【栏 目】：
教育数字化
【中文摘要】：
面向教育强国建设的需要，乡村教育服务数字化转型正成为乡村教育振兴和促进城乡教育一体化的重要命题。然而，多元服务供给主体间协同困难、服务供需总量与结构失衡、服务供给方式待优化、服务监督与治理体系不健全等阻碍了乡村教育服务数字化转型目标的实现。对此，文章以协同学和“服务金三角”模型为理论支持，梳理了乡村教育服务数字化转型的方向，提出了数字环境中乡村教育服务G-4C协同模式：有序联动的多元服务供给主体，群体和个体特色鲜明的多样化需求，连接数据、服务和资源的教育服务数字底座，以及需求导向的教育服务供给方式。利用G-4C协同模式的实践框架，“专递课堂促进乡村小规模学校教师和学生发展”“高职院校助力乡村多样人群学厨脱贫”两个典型案例的多元协同实施乡村教育服务的过程、方法与策略得以剖析，为我国尚属空白的乡村教育服务数字化转型研究与实践提供借鉴与参考。
【英文摘要】：
Facing the needs of the construction of a powerful country in education, the digital transformation of rural education service is becoming an important proposition for the revitalization of rural education and the integration of urban and rural education. However, the realization of digital transformation of rural education service is hindered by difficulties in collaboration among diverse service providers, imbalance in the total volume and structure of service supply and demand, the need for optimizing the way of service supply, and the lack of a robust system for service supervision and governance. In this regard, with the theoretical support of synergetics and the "Service Golden Triangle" model, this paper outlined the direction of digital transformation of rural education service, and proposed the G-4C collaborative model of rural education service in the digital environment: multiple service providers in an orderly linkage, diverse needs of groups and individuals with distinctive characteristics, a digital base of education service connecting data, services and resources, and a demand-oriented supply of education service. Utilizing the practical framework of G-4C collaborative model, the processes, methods, and strategies of the multiple cooperation in implementing rural education service in two typical cases were analyzed. This provides reference for the still-uncharted research and practice of digital transformation of rural education service in China.