新质生产力驱动科学教育共生体的可能与可为  

Possibility and Potential of New Quality Productive Forces Driving Science Education Community

作　　者：王强[1] 靳盼盼 Wang Qiang;Jin Panpan

机构地区：[1]首都师范大学初等教育学院,北京100048 [2]首都师范大学教育学院,北京100048

出　　处：《中国教育科学(中英文)》2025年第2期48-58,共11页Education Sciences in China

基　　金：北京市教育科学“十四五”规划2023年度优先关注课题“北京市中小学科学教育的现状与国际比较研究”(3059-0012)。

摘　　要：新质生产力的提出为推动中国教育现代化发展提供了前瞻性指引。以新质生产力赋能创新人才培养是激发科技创新动力源泉的重要抓手,同时对打造中国教育现代化格局具有十分重要的理论价值和现实意义。科学教育跨界融合体系的构建在其中发挥着至关重要的作用。构建多主体协同联动的科学教育跨界融合体系,有利于社会层面科技创新结构体系的优化调整,同时对于以创新能力为主导的科技创新人才,可以促进其在新质生产力背景下技术革命、产业革命颠覆性、复杂性生态系统方面的适应能力。The proposal of new quality productive forces provides forward-looking guidance for promoting the Chinese path to education modernization.Empowering innovative talent cultivation with the forces is an important means to stimulate the power for scientific and technological innovation,and it also has important theoretical value and practical significance for building a pattern of the modernization.The construction of a cross-border integration system of scientific education plays a vital role in this.Constructing a multi-subject collaborative cross-border integration system of science education is conducive to the optimization and adjustment of the structural system of scientific and technological innovation at the social level and can promote the adaptation ability of scientific and technological innovation talents dominated by innovation ability to the technological revolution,subversive industrial revolution and complex ecosystem under the background of the forces.

关 键 词：共生理论 科学教育 跨界融合 新质生产力 

分 类 号：G521[文化科学—教育学]