Based on the adaptive feedback theory, promoting the development of digital educational resource services towards adaptability is key to solving the problem of poor applicability in current K-12 digital educational resource services. Demand-driven resource service construction plays a significant guiding role in this process, making it essential to clarify the demands of K-12 teachers for resource services. Therefore, this study employed a combination of large-scale interviews and Kano model analysis to summarize the composition, categories, and characteristics of teachers' demands, based on the analysis of resource service elements. The research findings reveal that teachers expect resource services to provide convenient, personalized, and continuously evolving support for teaching, professional development, and students' self-regulated learning scenarios. In terms of prioritizing these demands, teachers believe that addressing the demands in teaching scenario should take precedence before expanding to other scenarios. Finally, based on these research findings, a three-stage construction strategy has been designed: first, focusing on services for teaching scenario; second, addressing professional development and services for self-regulated learning; third, continuously improving the services. This strategy aims to enhance service quality and efficiency, providing guidance for the development of digital educational resource services in K-12 education.