时间：2024年3月22日（星期五）10:00-11:00
地点：腾讯会议：947-900-134
主题：省级政府教育数字化转型政策选择及优化对策（Provincial Government Education Digital Transformation Policy Selection and Optimization Countermeasures）
主讲人：曹晶（beat365中国官方网站）
简介：曹晶，公共管理系副教授，教育学博士，印第安纳大学教育学院访问学者。主要从事教育政策、教育评价研究，近期研究方向为教育评价数字化转型。主持、参与全国教育科学规划项目、上海市教育科学研究项目（含重大项目）4项，研究成果发表在《中国高教研究》等重要期刊。
Jing Cao is an associate professor in the Department of Public Administration, Doctor of Education, visiting scholar at Indiana University School of Education. She mainly engaged in research on educational policy and educational evaluation. Her recent research directions are educational digital policy and educational evaluation data governance. She hosted and participated in 4 national education science planning projects and Shanghai education science research projects (including major projects), and published some papers in important journals such as China Higher Education Research.
摘要：新的发展阶段下，教育数字化转型正在成为时代发展的重要命题。以工具类型和政策原则构建“工具—价值”二维分析框架，借助Nvivo20软件对8个省市发布的“十四五”期间教育数字化政策文件进行文献计量和内容分析。结果显示：以上8省市的教育数字化政策的高频主题词之间存在较强的相关性；教育数字化政策工具类型分布不平衡，供给型政策工具过溢，需求型政策工具明显不足；不同政策工具对政策原则的贯彻存在一定的偏好，政策工具对技术应用和均衡发展更为关注，对服务育人和多元参与等原则贯彻不足；政策制定主体与教育主体的互动性政策工具尚需加强。为此，地方政府应强化需求型政策工具的使用，实现教育数字化的全面性和可持续性；政策制定者要关注教育主体需求，实现教育数字化由技术驱动向需求驱动的转变；政策工具选择要坚持服务育人价值，强化多主体参与建设理念，从而提高政策精准性和协调性，实现政策工具技术性与价值性的统一。
Under the new development stage, the digital transformation of education is becoming an important proposition of the times. With the help of Nvivo20 software, a two-dimensional analysis framework of tools-value is constructed by using the types of tools and policy principles, and a bibliometric and content analysis is conducted on the education digitalization policy documents released by eight provinces and cities during the 14th Five-Year Plan period. The results showed that the above-mentioned provincial and municipal documents were not available. The results show that there are strong correlations among the high-frequency subject terms of education digitalization policies in the above provinces and cities; the distribution of education digitalization policy tools is unbalanced, with an overflow of supply-oriented policy tools and an obvious shortage of demand-oriented policy tools; there are certain preferences in the implementation of different policy tools and policy principles, and the sharing and nurturing values of policy tools need to be further strengthened; the interactive policy tools between policy makers and education subjects need to be strengthened. Interactive policy tools need to be strengthened. In this regard, it is recommended to improve the application system of policy tools, improve the accuracy and coordination of policies, and realize the unity of technicality and value of policy tools by adjusting the structure and layout of policy tools, optimizing the match between policy tools and basic principles, and implementing the concept of service nurturing and open communication.
