欧盟基础教育数字化转型的发展历程与显著特征——基于TF-IDF算法和新词发现法的政策文本分析

Evolution and Key Features of Digital Transformation in EU Primary Education:A Policy Text Analysis Using TF⁃IDF Algorithm and New Word Discovery Method

当前,我国正在积极推进基础教育数字化转型,但在政策支持、内涵建设、技术融合等方面亟待改善。欧盟拥有教育数字化转型的历史积淀和丰富经验,可以采用TF-IDF算法和新词发现法对欧盟2000-2021年间发布的17份相关文件进行加工、处理和分析,总结提炼其历史进程和典型特征。欧盟基础教育数字化转型的发展历程分为三个阶段:数字化转换是欧盟基础教育数字化筑基阶段;数字化升级是欧盟基础教育数字化创新阶段;数字化转型是欧盟基础教育数字化整合阶段。同时,欧盟基础教育数字化转型体现出一些显著特征,包括顶层设计的统筹与分化、教育生态的转变与创新、数字能力的规范与迭代,以及责任主体的交流与合作,能够为我国的基础教育数字化转型提供借鉴。

As China actively pursues the digital transformation of primary education,challenges remain in policy support,content development,and technological integration.In contrast,the European Union(EU)has a rich history of experience in this area.This study analyzes 17 policy documents issued by the EU between 2000 and 2021,employing the TF⁃IDF algorithm and new word discovery methods,to extract and synthesize the historical evolution and distinctive characteristics of this transformation.The digital transformation process in the EU can be categorized into three distinct stages:the foundational development of digital infrastructure,the innovation phase,and the integration phase in primary education.Key characteristics identified include strategic top⁃level planning with differentiation,innovation within the educational ecosystem,standardization and iterative enhancement of digital competencies,and robust communication and collaboration among stakeholders.These findings provide valuable insights and references for advancing the digital transformation of primary education in China.