构建教育产业数字化创新水平以及乡村中学高质量发展水平的指标体系,采用熵权法,对四川省遂宁市及其下辖区域(射洪市、大英县、蓬溪县、安居区、船山区) 2018~2022年教育产业数字化创新水平和乡村中学高质量发展水平进行测度,并建立固...构建教育产业数字化创新水平以及乡村中学高质量发展水平的指标体系,采用熵权法,对四川省遂宁市及其下辖区域(射洪市、大英县、蓬溪县、安居区、船山区) 2018~2022年教育产业数字化创新水平和乡村中学高质量发展水平进行测度,并建立固定效应模型,实证探究教育产业数字化创新与乡村中学高质量发展之间的协同发展关系。研究表明:教育产业数字化创新与乡村中学高质量发展之间并未直接展现出预期的正面协同效应,表明教育产业数字化创新的影响在乡村地区存在时间滞后性。并且乡村中学的生源流失对学校的教育教学质量造成了一定的影响。据此,本文提出通过推动教育产业数字化创新与乡村中学高质量发展来消弭城乡数字鸿沟,促进教育优质均衡发展,从而推动全域教育实现高质量发展的对策建议。This paper constructs an index system for the digital innovation level of the education industry and the high-quality development level of rural middle schools. The entropy weight method is used to measure the digital innovation level of the education industry and the high-quality development level of rural middle schools in Suining City, Sichuan Province and its subordinate areas (Shehong City, Daying County, Pengxi County, Anju District, and Chuanshan District) from 2018 to 2022, and a fixed effect model is established to empirically explore the synergistic development relationship between digital innovation in the education industry and high-quality development of rural middle schools. The study shows that the expected positive synergy effect between digital innovation in the education industry and high-quality development of rural middle schools has not been directly shown, indicating that the impact of digital innovation in the education industry has a time lag in rural areas. In addition, the loss of students in rural middle schools has a certain impact on the quality of education and teaching in schools. Based on this, it is proposed to promote digital innovation in the education industry and high-quality development of rural middle schools, eliminate the urban-rural digital divide, and promote high-quality and balanced development of education. This paper proposes bridging the urban-rural digital divide by promoting digital innovation in the education industry and fostering high-quality development in rural middle schools. This approach aims to advance equitable and high-quality education, thereby driving comprehensive high-quality development in education.展开更多
文摘构建教育产业数字化创新水平以及乡村中学高质量发展水平的指标体系,采用熵权法,对四川省遂宁市及其下辖区域(射洪市、大英县、蓬溪县、安居区、船山区) 2018~2022年教育产业数字化创新水平和乡村中学高质量发展水平进行测度,并建立固定效应模型,实证探究教育产业数字化创新与乡村中学高质量发展之间的协同发展关系。研究表明:教育产业数字化创新与乡村中学高质量发展之间并未直接展现出预期的正面协同效应,表明教育产业数字化创新的影响在乡村地区存在时间滞后性。并且乡村中学的生源流失对学校的教育教学质量造成了一定的影响。据此,本文提出通过推动教育产业数字化创新与乡村中学高质量发展来消弭城乡数字鸿沟,促进教育优质均衡发展,从而推动全域教育实现高质量发展的对策建议。This paper constructs an index system for the digital innovation level of the education industry and the high-quality development level of rural middle schools. The entropy weight method is used to measure the digital innovation level of the education industry and the high-quality development level of rural middle schools in Suining City, Sichuan Province and its subordinate areas (Shehong City, Daying County, Pengxi County, Anju District, and Chuanshan District) from 2018 to 2022, and a fixed effect model is established to empirically explore the synergistic development relationship between digital innovation in the education industry and high-quality development of rural middle schools. The study shows that the expected positive synergy effect between digital innovation in the education industry and high-quality development of rural middle schools has not been directly shown, indicating that the impact of digital innovation in the education industry has a time lag in rural areas. In addition, the loss of students in rural middle schools has a certain impact on the quality of education and teaching in schools. Based on this, it is proposed to promote digital innovation in the education industry and high-quality development of rural middle schools, eliminate the urban-rural digital divide, and promote high-quality and balanced development of education. This paper proposes bridging the urban-rural digital divide by promoting digital innovation in the education industry and fostering high-quality development in rural middle schools. This approach aims to advance equitable and high-quality education, thereby driving comprehensive high-quality development in education.
