组团式教育帮扶促进县域学校教育内生发展的机制研究——以炉霍县为例

Exploring the Mechanisms through Which Group-Based Educational Assistance Promotes Endogenous Development in County Schools—A Case Study of Luhuo County

摘要: 县域学校教育帮扶的可持续性，关键在于外部支持能否转化为受援学校自身的发展能力。基于内生发展理论，本研究以四川省炉霍县中学组团式教育帮扶实践为案例，基于24名相关主体的半结构访谈，并结合课堂观察资料进行编码分析。研究发现：组团式帮扶促进学校内生发展并非外部资源的直接输入过程，而表现为“复合资源嵌入–在地差异识别–资源在地转化–协同校准–内生能力生成”的递进机制。外部优质资源需依据学生基础、学科特点、学校组织条件与具体文化情境进行删减、重组和情境化改造；师徒结对、同课异构、双师教学等专业互动则为外部经验与地方性知识之间的持续校准提供组织条件。研究进一步发现，师资结构性短缺会压缩团队协作空间，教研机制薄弱会限制资源转化的组织化程度，资源依赖与教师主体性差异也会影响协同校准和能力沉淀。随着这一过程推进，本地教师逐渐由资源接受者转向能够识别、选择、改造乃至再生产教育资源的主体，并在教研组与学校层面形成一定的组织能力。研究表明，组团式帮扶的核心并非持续扩大外部资源投入，而在于通过情境化转化促进受援学校自主能力生成。基于单案例研究的性质，本文结论主要适用于具有持续外部支持、资源适配压力和组织承接任务的县域学校，不宜直接推论至所有学校类型。

Abstract: The sustainability of educational assistance in county schools depends largely on whether external support can be transformed into the recipient school’s own capacity for development. Drawing on endogenous development theory, this study examines the group-based educational assistance practice at Luhuo County Middle School in Sichuan Province. Data were collected through semi-structured interviews with 24 stakeholders and supplemented by classroom observations, followed by qualitative coding analysis. The findings indicate that group-based educational assistance promotes endogenous school development not through the direct input of external resources, but through a progressive mechanism of “composite resource embedding - recognition of local differences - localized resource transformation - collaborative calibration - endogenous capacity generation”. External high-quality resources need to be selectively reduced, reorganized, and contextually adapted according to students’ learning foundations, disciplinary characteristics, organizational conditions, and specific cultural contexts. Professional interactions such as mentor-mentee partnerships, co-teaching of the same lesson in different ways, and dual-teacher instruction provide organizational conditions for continuous calibration between external expertise and local knowledge. The study further finds that structural teacher shortages compress the space for team collaboration, weak teaching-research mechanisms constrain the organizational transformation of resources, and resource dependence and differences in teacher agency affect collaborative calibration and capacity accumulation. As this process progresses, local teachers gradually shift from recipients of educational resources to active agents capable of identifying, selecting, adapting, and even reproducing educational resources, while developing a certain degree of organizational capacity at the level of teaching-research groups and the school as a whole. The study suggests that the core of group-based educational assistance lies not in continuously expanding external resource inputs, but in promoting the generation of autonomous capacity in recipient schools through contextualized transformation. Given the nature of a single-case study, the conclusions are mainly applicable to county schools characterized by sustained external support, pressures for resource adaptation, and organizational capacity-building tasks, and should not be directly generalized to all types of schools.