Abstract: Based on the theory of cultural capital reproduction, this study takes Town D in Guangdong Province as a case to explore the dilemmas and reconstruction paths for the collaborative governance of rural science education. Many science education resources, due to urban-rural cultural capital disparities, bear just symbolic value in rural practice, failing to truly empowering teaching; advanced technological equipment becomes ornamental due to detachment from the local context; teacher agency is difficult to exert effectively; the multi-party collaboration among government, family, school, and society also falls into a predicament. Consequently, there is a need to construct a four-dimensional collaborative framework of “value reshaping-resource adaptation-agent regeneration-mechanism reconstruction”. Through confirming the legitimacy of local knowledge, achieving technology-culture synergistic matching, building localized teacher communities, and reconstructing diversified evaluation mechanisms, rural science education can be promoted to move from “resource sinking” to “cultural rooting”, thus providing theoretical insights and path innovation for educational equity practices in the context of rural revitalization.

Key words: cultural capital reproduction, rural science education, collaborative governance, local knowledge, cultural translation, rural revitalization