数字反哺与家校数字协同：英国中小学数字教育的经验与镜鉴

Digital Feedback and Home-School Digital Collaboration: Lessons from Digital Education in UK Primary and Secondary Schools

摘要: 在教育数字化转型背景下，数字反哺不仅发生在家庭代际之间，也发生在学校师生之间。本文以英国作为案例，从制度供给、文化观念、空间边界三个维度，分析英国数字教育政策如何将学生向教师的数字反哺转化为家校数字协同的动力。研究发现：制度为数字反哺提供能力基础，文化观念调节教师与家长接受反哺的意愿，空间边界决定数字反哺能否在家庭与学校之间跨场域传递。但英国经验也面临性别失衡、课程吸引力下降等困境。对我国教育数字化转型的启示是：应推动政策从资源普惠走向能力赋能，弱化数字反哺的功利化倾向，打破家校空间壁垒，强化学校引导功能，但需立足中国制度优势与文化传统，避免直接移植。

Abstract: Against the backdrop of educational digital transformation, digital feedback occurs not only between family generations but also between teachers and students in schools. Taking the UK as a case, this paper analyzes how UK digital education policies transform students’ digital feedback to teachers into a driving force for home-school digital collaboration, from three dimensions: institutional supply, cultural values, and spatial boundaries. The findings are as follows. Institutions provide the capacity foundation for digital feedback, cultural values regulate teachers’ and parents’ willingness to accept feedback, and spatial boundaries determine whether digital feedback can be transmitted across home and school settings. However, the UK experience also faces challenges such as gender imbalance and declining curriculum attractiveness. The implications for China’s educational digital transformation are that policy should shift from resource universalization to capacity empowerment, the utilitarian tendency of digital feedback should be weakened, home-school spatial barriers should be broken down, and schools’ guiding role should be strengthened. Nevertheless, these measures must be grounded in China’s institutional strengths and cultural traditions, and direct transplantation should be avoided.