基于PMC指数模型的“十四五”基础教育数字化转型政策评价——以江浙沪地区为例

Policy Evaluation of Digital Transformation of Elementary Education during the“14th Five Year Plan”based on PMC Index Model:Taking Jiangsu,Zhejiang and Shanghai Regions as Examples

“十四五”是我国推进基础教育数字化转型的关键阶段,区域政策的制订和引领至关重要,因此有必要对其进行科学的评价和全面的审视。江浙沪是基础教育数字化转型的示范地区,相关政策的科学性和有效性值得深入研究。首先,运用社会网络分析和扎根理论研究对全国29份相关政策文件进行文本挖掘,在此基础上构建基于PMC指数模型的评价指标体系。其次,针对江浙沪地区“十四五”期间八份政策样本进行PMC指数计算,并绘制PMC曲面图,得出政策评价结果(1份优秀、6份良好、1份及格)。再次,基于评价数据发现,相关政策在制定过程中目标规划长远、制度保障完善、政策重点分布广泛合理,且地域间各具特色,但在政策时效、课程建设、教育公平等领域还存在一定问题。最后,综合研究结果和实际情况,地方政府应细化政策阶段目标、提升教育公平认同感、加强课程建设和建立跨省沟通机制。

The"14th Five Year Plan"is the Key Stage for China to promote the Digital transformation of elementary education.The formulation and guidance of regional policies are crucial,so it is necessary to conduct a scientific evaluation and comprehensive review of them.Jiangsu,Zhejiang and Shanghai are demonstration areas for digital transformation of elementary education,and the scientificity and effectiveness of relevant policies deserve in-depth study.First of all,Text mining is carried out on 29 relevant policy documents nationwide using social network analysis and Grounded theory research,and an evaluation index system based on PMC index model is constructed on this basis.Secondly,PMC index calculation and PMC curve drawing were conducted on eight policy samples from Jiangsu,Zhejiang and Shanghai region during the 14th Five Year Plan period,and policy evaluation results were obtained(1 excellent,6 good,and 1 passing).Once again,based on the evaluation data,it was found that the relevant policies have long-term goal planning,complete institutional guarantees,and a wide and reasonable distribution of policy priorities in the formulation process,and each region has its own characteristics.However,there are still certain problems in the areas of policy timeliness,curriculum construction,and educational equity.Finally,based on the comprehensive research results and actual situation,local governments should refine the policy objectives,enhance the sense of recognition of educational equity,strengthen curriculum construction,and establish a cross-provincial communication mechanism.