随着中国乡村教育改革的不断深入，社会组织在促进乡村教育发展中扮演着越来越重要的角色。尽管现有研究已经从宏观层面充分关注社会组织在参与乡村教育的过程中如何与政府和市场主体进行互动与协作，但对社会组织具体如何发挥作用的微观机制和策略性资源管理却鲜少深入探讨。

本文基于资源编排理论，采用案例研究法、半结构化访谈、扎根理论分析、文本编码等方法，深入探讨“萍聚京城”社会组织如何通过资源编排路径实现动力转化和资源有效利用。本研究运用基于资源编排理论搭建的理论框架对案例进行剖析，将“萍聚京城”社会组织参与乡村教育的初始动力概括为地缘乡情、教育情怀、个人发展、社会责任感四个部分，它们通过资源构建过程转化为组织成长所必须的五项资源——人力资源、知识与专业技能、社会资本、资金、公众影响力和品牌建设。这五种资源通过捆绑与整合，转化为组织的核心能力——教育项目管理和实施能力、资源动员和筹集能力、合作和网络建设能力、创新和适应能力、影响力和倡导能力。组织在公益实践中对各项资源与能力进行充分利用，释放资源价值，实现组织目标与愿景，从而推动乡村教育发展。

通过采用资源编排理论，"萍聚京城"显示了如何将内部动力转化为推动教育发展的资源，并通过资源捆绑和能力提升实现显著的社会影响。有效的资源管理和优化路径不仅加强了组织的运作效率，也为乡村教育的持续改进和扩展提供了可持续的策略。这强调了社会组织在乡村教育领域中作为动力转化者和资源整合者的重要角色，同时提出了对未来策略和实践的深刻反思。

As China's rural education reform deepens, social organizations increasingly play a crucial role in advancing rural education. Although existing research has thoroughly examined how these organizations interact with government and market entities from a macro perspective, little has discussed the micro mechanisms of their impact and strategic resource management.

This paper utilizes Resource Orchestration Theory to explore how the social organization "Pingju Jingcheng" transforms internal dynamics into effective resource utilization through case studies, semi-structured interviews, grounded theory analysis, and text encoding. It constructs a theoretical framework based on Resource Orchestration Theory, categorizing the initial motivations behind "Pingju Jingcheng's" involvement in rural education into four aspects: local sentiment, educational passion, personal development, and social responsibility. These motivations are transformed into essential resources—human resources, knowledge and skills, social capital, funds, public influence, and brand constructing—which are then integrated and developed into core capabilities such as Program Management & Inplementation, Resource Mobilization & Fundrasing, Cooperation & Networking, Innovation & Adaptation and Impacting & Advocacy. The organization utilizes these resources and capabilities to fulfill its goals and vision, thereby significantly advancing rural education.

By applying Resource Orchestration Theory, "Pingju Jingcheng" demonstrates how internal dynamics can be transformed into a force for educational development, and how resource bundling and capability enhancement can create substantial social impact. Effective resource management and optimization not only enhance operational efficiency but also provide sustainable strategies for the continuous improvement and expansion of rural education. This highlights the critical role of social organizations in rural education as transformers of dynamics and integrators of resources, while also prompting profound reflections on future strategies and practices.