文化再生产理论视角下我国乡村教师数字素养异质性及其路径调适  

Heterogeneity and Path Adjustment of Digital Literacy of Rural Teachers in China from the Perspective of Cultural Reproduction Theory

作　　者：陈恩伦[1] 高杨 CHEN Enlun;GAO Yang(School of Teacher Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学教师教育学院,重庆400715

出　　处：《河北大学学报(哲学社会科学版)》2025年第2期88-99,共12页Journal of Hebei University(Philosophy and Social Science)

基　　金：数字化学习技术集成与应用教育部工程研究中心创新基金项目“数字技术赋能教师专业发展成效研究”(1331006)。

摘　　要：以往学术界对教育公平问题的研究多是在“城市”和“乡村”二元格局的宏观层面进行考察,鲜有从“教师数字素养”这一微观层面进行探讨。基于学校教育承担文化再生产和阶层再生产功能的内在机制,通过深度访谈发现乡村教师在数字素养方面具有的异质性表征,阻碍了城乡之间实现更高质量教育公平。通过新质生产力赋能乡村教师数字素养,以高智能生产力为基础、以高算力生产力为导向、以高素质生产力为保障,促进乡村教师生成“城乡二重性”资本、合力共建乡村教师的“再语境化”场域、培养乡村教师“物或损之而益”的惯习为实践路径,以支持乡村教师数字素养的可持续发展,最终实现乡村教育的现代化与公平化。Previous academic research on educational equity has mostly examined the macro level of the dual pattern of“urban”and“rural”,with little exploration from the micro level of“teacher digital literacy”.Based on the inherent mechanism of school education undertaking cultural reproduction and class reproduction functions,it is found through in-depth interviews that rural teachers have heterogeneous representations in digital literacy,which hinders the achievement of higher quality education equity between urban and rural areas.We should empower rural teachers with digital literacy through new quality productivity,based on high intelligent productivity,guided by high computing power productivity,and guaranteed by high-quality productivity,to promote the generation of“urban-rural duality”capital for rural teachers,jointly build a“re-contextualization”field for rural teachers,and cultivate the habit of“benefiting from things or losses”for rural teachers as a practical path to support the sustainable development of rural teachers’digital literacy,and ultimately achieve modernization and fairness in rural education.

关 键 词：新质生产力 数字素养 异质性 文化再生产 乡村教师 教育公平 

分 类 号：G451[文化科学—教育学]