数字治理赋能新时代教育综合改革:内涵逻辑、模型框架与实践进路  

Digital Governance Enabling Comprehensive Reform of Education in the New Era:Connotative Logic,Modelling Framework and Practical Approach

作　　者：罗生全[1] 张俊生[1] LUO Shengquan;ZHANG Junsheng(College of Teacher Education,Southwest University,Chongqing 400715)

机构地区：[1]西南大学教师教育学院,重庆400715

出　　处：《电化教育研究》2025年第3期13-20,共8页E-education Research

基　　金：2022年西南大学创新研究2035先导计划“智慧育人——未来教学与全人发展理论设计及验证团队”(项目编号:SWUPilotPlan001);重庆市2023年度教育综合改革研究重大课题“数字化赋能高质量高等教育发展路径”(课题编号:23JGZD05)。

摘　　要：数字治理赋能新时代教育综合改革既是教育高质量发展的应然之举,也是响应教育治理体系和治理能力现代化要求的现实呈现。深刻把握数字治理理论的发展历史和内容构成,并将其置于推进中国式现代化、建设教育强国的背景下,发现数字治理与新时代教育综合改革在国家战略逻辑、教育变革逻辑、理念行动逻辑维度高度耦合。考察数字治理赋能新时代教育综合改革系统的理论模型,建构形成一个“价值共创—利益调适—制度优化—数字技术”整合性分析框架。在此基础上,进一步提出数字治理赋能新时代教育综合改革的实践进路:弥合“数字鸿沟”,建构基于公平正义、注重公众需求的教育治理理念观;打破“数字孤岛”,建构基于协同治理、强调利益调适的教育治理组织观;纾解“技术悬浮”,建构基于高效交互、突出预诊施策的教育治理行动观;防范“唯数据论”,建构基于精准循证、保持适度韧性的教育治理质量观。The comprehensive reform of education in the new era empowered by digital governance is not only a necessity for the high-quality development of education,but also a reality that responds to the requirements of modernization of the education governance system and governance capacity.By deeply grasping the history and content of the theory of digital governance,and situating it in the context of promoting Chinese-style modernization and building a strong educational country,it is found that digital governance and the comprehensive reform of education in the new era are highly coupled in terms of the logic of the national strategy,the logic of educational change,and the logic of the conceptual action.The theoretical model of digital governance empowering the comprehensive reform of education in the new era is examined,and an integrative analytical framework of'value co-creation-interest adjustment-institution optimization-digital technology'is constructed.On this basis,practical approaches are proposed for digital governance empowering comprehensive educational reform in the new era:a conceptual view of educational governance based on fairness,justice and public needs is constructed to bridge the"digital divide";an organizational view of educational governance centered on collaboration and interest alignment is constructed to break down the"digital silo";an action view of educational governance highlighting efficient interaction and pre-diagnosis and policy implementation is constructed to alleviate"technology suspension";a quality view of educational governance based on accurate evidence and moderate resilience is constructed to prevent"data fundamentalism".

关 键 词：数字治理 新时代教育综合改革 内涵逻辑 模型框架 实践进路 

分 类 号：G434[文化科学—教育学]