数字化助推中国教育现代化建设的实践范围与成熟度探析——基于2010—2024年文献分析

An Analysis of the Practical Scope and Maturity of Building China’s Education Modernization under the Assistance of Digitalization——Based on the Literature Analysis from 2010 to 2024

全面推进教育现代化建设进程,需首先厘清楚数字化与中国教育现代化之间的逻辑关系与结构样态,以界定数字化在中国教育现代化建设中的具体应用范围并探析推动实现教育现代化建设的成熟度现状。围绕数字化对教育现代化进程的影响与作用,基于历史—政策—发展的逻辑主线,构建以主体、资源、治理、保障为实践范围的教育现代化建设的整体框架;基于人—环境—行为的交互决定理论,构建以数字环境、数字能力、数字行为为主要要素的中国教育现代化中的数字化应用的维度框架;在借鉴能力成熟度模型基础上,遵循历史与发展主线,构建中国教育现代化数字化应用成熟度模型,将为数字化在中国教育现代化建设进程中的应用水平与能力以及对推动教育现代化纵深发展状况提供理论指导与行进方向。以教育要素、数字化维度为关键词在中国知网的CSSCI期刊及中文核心期刊进行检索、筛选、编码、分析,研究发现:数字化助推各教育主体现代化建设进程中的成熟度具有不均衡性,不同领域数字化助推教育现代化建设的成熟度具有差异性,同一领域数字化助推教育现代化建设的成熟度具有差异性。这对我们有计划、有步骤、分阶段地有序推动教育现代化具有实践指导意义。

To comprehensively promote China’s education modernization,it is necessary to first clarify the logical relationship and structural pattern between digitalization and the modernization of education in China so as to define the specific application scope of digitalization and analyze the current maturity.Based on the logical mainline of history-policy-development,this paper constructs an overall framework with the practice scope of subject,resources,governance,and guarantee,focusing on the impact and role of digitization on the modernization of education;Based on the Triadic Reciprocal Determinism,it constructs a dimensional framework for digital application,with digital environment,digital capabilities,and digital behavior as the main elements;Based on the reference of the Capability Maturity Model and following the historical and developmental mainline,it constructs a maturity model for the digital application.This will provide theoretical guidance and direction for the application level and capability of digitalization in building China’s education modernization,as well as for promoting the in-depth development of education modernization.By searching,screening,coding,and analyzing CSSCI journals and Chinese core journals(CNKI)with key words such as“educational elements”and“digital dimensions”,the study finds that the maturity of digitalization in promoting modernization of various educational entities is uneven:the maturity varies in different fields,and it differs even in the same field.Such finding provides practical guidance to systematically promote the modernization of education in a planned,step-by-step,and phased manner.