DPSIR框架赋能:农村中小学校数字化转型生态评价与优化路径  

DPSIR Framework Empowerment:Unlocking New Paths for Ecological Evaluation and Optimization of Digital Transformation in Rural Primary and Secondary Schools

作　　者：张红艳 连雅迪 ZHANG Hongyan;LIAN Yadi

机构地区：[1]石河子大学师范学院教育技术系,石河子830002 [2]石河子大学师范学院

出　　处：《教育测量与评价》2025年第2期14-29,共16页Educational Measurement and Evaluation

基　　金：2024年新疆生产建设兵团本科教育教学改革研究项目“AI+X兵团特色新质人才培养模式构建研究”(BTBKXM-2024-Y54);2024年新疆生产建设兵团教育科研课题“国家智慧教育平台在兵团中小学的深度融入与教学质量提升策略研究”(BJKY-2024-008)的阶段性研究成果。

摘　　要：教育数字化转型生态评价是衡量和诊断教育数字化转型发展状况的重要手段,可为净化、优化和重构教育数字化生态提供方向和标准。本研究基于DPSIR框架,构建了包含驱动力、压力、状态、影响、响应5个维度的评价指标体系,对农村中小学校数字化转型生态进行系统解析。通过实证研究发现,农村地区中小学校普遍存在数字化转型压力子系统薄弱、响应效能不足及区域校际发展失衡等突出问题。为破解农村教育数字化转型瓶颈,建议在组织层面构建“三级两驱”管理体系强化生态驱动力,在资源层面创新“四维投入”机制应对生态压力不足,在设施层面实施“三阶达标”工程优化生态状态,在教学层面推行“双模四环”模式深化生态影响,在素养层面开展“三维九级”认证提升生态响应。The ecological evaluation of educational digital transformation is an important means of measuring and diagnosing the development status of educational digital transformation,which can provide direction and standards for purifying,optimizing,and reconstructing the educational digital ecology.This study draws on the DPSIR framework and constructs an evaluation index system that includes five dimensions:driving force,pressure,state,impact,and response,to systematically analyze the digital transformation ecosystem of rural primary and secondary schools.Through empirical research,we find that rural primary and secondary schools have prominent problems such as weak subsystems for digital transformation pressure,insufficient response efficiency,and imbalanced regional interschool development.In order to solve the bottleneck of the digital transformation of rural education,it is suggested to build a“three-level and two-drive”management system at the organizational level to strengthen the ecological driving force.Moreover,innovate the“four-dimensional input”mechanism at the resource level to respond the insufficient ecological pressure.Furthermore,implement the“three-level standard”project at the facility level to optimize the ecological state.Also,implement the“two-mode and four-ring”model at the teaching level to deepen the ecological impact.At the level of literacy,“three-dimensional nine-level”certification is conducted to improve ecological response.

关 键 词：DPSIR框架 数字化转型生态 农村中小学校 协同治理 生态评价 

分 类 号：G47[文化科学—教育学]