关怀与赋能:三十多年来中国女童教育的经验与发展方向--以“春蕾计划”为例  

Caring and Empowering:Experience and Development Trends of Chinese Girls′Education over thePast Three Decades--Taking China′s"Spring Bud Project"as an Example

作　　者：张莉莉[1] 邵丽丽 万奕 ZHANG Lili;SHAO Lili;WAN Yi(Faculty of Education,Beijing Normal University,Beijing 100875,China;International Relations Office,Capital University of Economics and Business,Beijing 100026,China)

机构地区：[1]北京师范大学教育学部,北京100875 [2]首都经济贸易大学对外联络合作处,北京100026

出　　处：《北京教育学院学报》2025年第2期18-23,共6页Journal of Beijing Institute of Education

摘　　要：自20世纪80年代后期以来,中国女童教育经历了从支持女童入学到技能培训,再到创新赋能模式的演进过程,这一过程在“春蕾计划”中得以体现与证实。“春蕾计划”在助力女童教育的过程中,通过搭建社会关怀和支持体系、榜样引领女童成长、守护与陪伴女童,逐渐形成了以关怀和赋能为核心的女童教育基本经验。以此为基础,中国女童教育要进一步关注不同类型女童的生存发展需求、提升女童数字素养、强化社会对女童教育理念的认同。Since the late 1980s,Chinese girls′education has undergone three stages:improving girls′school enrollment,providing skill training,and innovating empowerment model.These improvements have all been reflected in the"Spring Bud Project".Through establishing a social care and support system,guiding the growth of girls with role models,and guarding and accompanying girls,the basic experience of caring and empowering has been gradually formed for girls′education.Moving forward,Chinese girls′education needs to give more attention to the various needs of different groups of girls,enhance their digital literacy,and strengthen the society′s recognition of the concept of girls′education.

关 键 词：女童教育 “春蕾计划” 弱势女童 数字素养 

分 类 号：G77[文化科学—教育学]