资源协同视域下高校社会服务与思想政治教育协同育人机制创新研究——基于“一核三维五环”模型的结构建构与实践适配

Research on the Innovation of Collaborative Education Mechanisms between Social Service and Ideological and Political Education in Universities from the Perspective of Resource Synergy—Structural Construction and Practical Adaptation Based on the “One-Core, Three-Dimension, and Five-Ring” Model

摘要: 地方应用型高校兼具服务地方发展与落实立德树人根本任务的双重职责，但在现实运行中，社会服务与思想政治教育仍存在组织分割、资源分散、功能脱节和评价失衡等问题，导致社会服务资源难以稳定转化为育人资源。基于资源协同视角，文章在分析地方应用型高校社会服务协同育人现实困境的基础上，构建“一核三维五环”机制模型，即以立德树人为核心，以组织协同、资源整合、平台支撑为结构维度，以需求识别、资源配置、实践实施、成果转化、评价反馈为运行闭环，并进一步阐释其价值增值、资源反哺、数智治理和结构耦合的运行逻辑。在此基础上，文章从大学生、教师、学科(平台)三个层面构建协同育人评价体系，并提出深度体验、多元联动、考核赋能、场域再造和主体重构的实践路径。研究认为，地方应用型高校推进社会服务与思想政治教育深度融合，关键不在于活动叠加和主体扩容，而在于通过制度接口、资源整合和过程闭环，实现社会服务资源向育人功能的持续转化。

Abstract: Local application-oriented universities bear the dual responsibilities of serving local development and fulfilling the fundamental task of “Fostering Virtue through Education” (Lide Shuren). However, in practice, issues such as organizational fragmentation, resource dispersion, functional decoupling, and evaluation imbalance persist between social service and ideological and political education, making it difficult to stably transform social service resources into educational resources. From the perspective of resource synergy, this paper analyzes the practical dilemmas of collaborative education in the social service of local application-oriented universities and constructs a “One-Core, Three-Dimension, and Five-Ring” mechanism model. Specifically, the model takes “fostering virtue through education” as the core; adopts organizational synergy, resource integration, and platform support as structural dimensions; and forms an operational closed loop consisting of demand identification, resource allocation, practical implementation, result transformation, and evaluation feedback. Furthermore, it elaborates on the operational logic of value appreciation, resource feedback, digital-intelligent governance, and structural coupling. On this basis, the paper constructs a collaborative education evaluation system from three levels—students, teachers, and disciplines (platforms)—and proposes practical paths involving deep experience, multi-party linkage, assessment empowerment, field reconstruction, and subject restructuring. The study concludes that the key for local application-oriented universities to promote the deep integration of social service and ideological and political education lies not in the mere accumulation of activities or expansion of subjects, but in achieving the continuous transformation of social service resources into educational functions through institutional interfaces, resource integration, and process closed loops.