新质生产力赋能乡村教育振兴的路径研究  

Research on Pathways of New Quality Productive Forces Empowering Rural Education Revitalization

作　　者：何锐 胡恒钊[1] 董昊俊 HE Rui;HU Heng-zhao;DONG Hao-jun(Jiangxi Agricultural University,Nanchang 330045,China;Education Bureau of Chaoyang District,Shantou 515100,China)

机构地区：[1]江西农业大学,江西南昌330045 [2]广东省汕头市潮阳区教育局,广东汕头515100

出　　处：《南方职业教育学刊》2024年第6期89-95,共7页Journal of Southern Vocational Education

基　　金：国家社会科学基金教育学2022年度全国教育科学规划国家一般课题“农村教师乡土情怀的失落与重塑研究”(BEA220041)

摘　　要：在系统分析新质生产力赋能乡村教育振兴的特征和价值意蕴的基础上,深刻阐述了新质生产力赋能乡村教育振兴所遇到的困境:农村经济落后导致教育投资力度欠缺、现代化教学设备在乡村教育普及不广、乡村教师信息化教学能力提升乏力等。从政府政策扶持拉动乡村经济增长加强农村教育投资力度、增加现代化教学设备在乡村教学的普及率和应用率提升教学质量、培育和强化乡村教师的信息化教育能力提高教学水平等方面提出新质生产力赋能乡村教育振兴的路径,从而逐步实现乡村教育振兴,促使乡村教育走向现代化、智能化、规范化。Based on a systematic analysis of the characteristics and value implications of new quality productive forces empowering rural education revitalization,this paper thoroughly examines the challenges encountered:insufficient educational investment due to backward rural economy,limited popularization of modern teaching equipment in rural education,and inadequate development of rural teachers’information technology teaching capabilities.The paper proposes pathways for new quality productive forces to empower rural education revitalization through government policy support to stimulate rural economic growth and strengthen rural education investment,increase the popularization and application rate of modern teaching equipment to improve teaching quality,and cultivate and enhance rural teachers’information technology education capabilities to improve teaching standards.These measures aim to gradually achieve rural education revitalization and promote the modernization,intelligentization,and standardization of rural education.

关 键 词：新质生产力 乡村教育 乡村振兴 科技创新 

分 类 号：G710[文化科学—职业技术教育学]