数智赋能学前教育家园社协同育人——云南省边远地区多语文化适配的阻滞与机制

Digital Technology-Enabled Family-Kindergarten-Community Collaboration in Preschool Education—Barriers and Mechanisms of Multilingual and Cultural Adaptation in Remote Areas of Yunnan Province

摘要: 数智化转型为云南省边远地区学前教育家园社协同育人提供了突破空间限制、连接专业支持和重组公共服务的新条件，但技术接入并不会自动生成有效协同。本文采用政策文本分析、文献分析与理论思辨相结合的方法，以文化资本理论为分析工具，聚焦多语文化环境中数字平台的内容适配与互动设计问题。研究发现，平台默认语言与家庭日常语言之间的距离、专业教育话语的理解门槛、资源内容与儿童生活经验的脱节、标准化交互对地方文化意义的压缩，以及家庭数字与文化资本差异，共同阻断了从技术接入到文化解码到教育转化最后到协同参与的链条。据此，应以县域语言资源调查为基础，建立低门槛、多语态的平台入口，推动教师、家长、社区工作者和地方文化主体共同开发课程资源，完善线上线下结合的专业支持，并将儿童数据保护、文化内容授权和过程性评价纳入平台治理。

Abstract: Digital and intelligent transformation creates new conditions for family–kindergarten–community collaboration in preschool education in remote areas of Yunnan Province by reducing spatial constraints, connecting professional support, and reorganizing public services. Technological access, however, does not automatically produce effective collaboration. This conceptual study combines policy-text analysis, literature analysis, and theoretical reasoning, and employs cultural capital theory to examine the localization of digital content and interaction in multilingual and culturally diverse settings. The analysis shows that mismatches between platform languages and families’ everyday languages, barriers created by professional educational discourse, the disconnection of resources from children’s lived experiences, the compression of local meanings by standardized interaction, and unequal digital and cultural capital jointly interrupt the chain from technological access to cultural decoding, educational translation, and collaborative participation. Accordingly, county-level mapping of language resources should inform low-threshold, multilingual, and multimodal platform design; teachers, families, community workers, and local cultural knowledge holders should jointly develop curriculum resources; online and offline professional support should be integrated; and child data protection, authorization for cultural content, and process-oriented evaluation should be incorporated into platform governance. The study shifts the analytical focus from whether technology is accessible to whether it can be understood, translated, and jointly used, thereby providing a framework for localized collaborative preschool education in remote areas of Yunnan Province.