【作 者】：
陈 涛， 徐迎庆， 廖 琸
【关 键 词 】：
县域教育； 县域普通高中； 教育数字化； 教育生态； 教育均衡； 协同治理
【栏 目】：
教育数字化
【中文摘要】：
县中振兴是推动教育高质量发展和乡村振兴战略的重要举措，如何提升县中教育质量已成为国家和社会高度关注的议题。数字教育资源为县中振兴带来了新机遇，重塑了城市与农村、网中与县中以及县中之间的教育生态关系。基于组织生态学视角，通过个案研究法对我国西南地区J县三所县中数字化实践进行田野调查，剖析数字化赋能县中教育的发展逻辑及其限度。研究发现：数字化通过优质资源共享重构了县域教育生态；数字化通过教育技术革新重塑了县域校际关系样态；数字化通过教育模式创新激发了县中内部特色治理。但在数字化赋能过程中亦反映出标准化供给与县域需求的错位、技术依赖与主体性的消解、数字鸿沟的隐性再生产等问题。为此，可从优化资源配置、深化校际协作、夯实能力根基、推动系统整合四个方面助推县域教育从单一技术赋能向整体生态重构跃迁升级。
【英文摘要】：
The revitalization of county-level senior high schools is an important measure to promote high-quality development of education and rural revitalization strategy. How to improve the quality of county-level senior high school education has become a topic of great concern to the state and society. Digital educational resources have brought new opportunities for the revitalization of county-level senior high schools, reshaping the educational ecological relationship between urban and rural areas, online senior high schools and county-level senior high schools, as well as among county-level senior high schools. Based on the perspective of organizational ecology, the study conducted a field survey on the digital practices of three county-level senior high schools in County J, southwest China through case study, aiming to analyze the development logic and limitations of digitally empowered county-level senior high school education. The findings are as follows: digitalization has reconstructed the county's educational ecology through the sharing of high-quality resources; digitalization has reshaped the inter-school relationship patterns within the county through educational technology innovation; digitalization has stimulated the distinctive governance within the county-level senior high schools through innovative educational models. However, in the process of digital empowerment, several problems have emerged, including the misalignment of standardized supply and county-level demand, the technological dependence and dissolution of subjectivity, and the implicit reproduction of the digital divide. Therefore, four key strategies are suggested to facilitate the transition and upgrading of county-level education from single-technology empowerment to holistic ecosystem reconstruction: optimizing resource allocation, deepening inter-school collaboration, strengthening capacity foundations, and promoting systematic integration.