The Theoretical Logic and Pathways of Educational Digitalization in Promoting the Development of New Quality Productive Forces

Under the comprehensive advancement of Chinese-path modernization and high-quality development, new quality productive forces, as a new qualitative state of productive forces, hold great significance in serving and advancing national development strategies and tasks. In September 2023, General Secretary Xi Jinping, during his inspection and research in Heilongjiang, first proposed “new quality productive forces,” pointing out the need to “integrate scientific and technological innovation resources, lead the development of strategic emerging industries and future industries, and accelerate the formation of new quality productive forces.”[1]1 Xi Jinping, “Speech at the Symposium of Experts and Scholars in the Field of Science and Technology during the Inspection of Heilongjiang,” September 2023. This quotation is a standard citation from the original Chinese text. In 2024, the first task deployment in the *Government Work Report* once again emphasized vigorously advancing the construction of a modern industrial system and accelerating the development of new quality productive forces. With the rapid development of digital technology, 5G, big data, blockchain, and others have become new types of labor materials, laying the foundation for the development of new quality productive forces. The development of new quality productive forces in the intelligent era is deeply imprinted with digitalization. Education and productive forces are dialectically unified: productive forces determine the scale and pace of educational development, while education can also promote the development of productive forces. At the same time, technology, as a tool and means, plays an important role in boosting the development of productive forces. Currently, the trend of digital transformation in the education industry is in full swing. Promoting the development of new quality productive forces requires integrating education, science and technology, and talent as a whole, adapting to the wave of educational digitalization.

在全面推进中国式现代化和高质量发展下，新质生产力作为一种新型的生产力质态，在服务推进国家发展战略和任务中具有重大意义。2023年9月，习近平总书记在黑龙江考察调研时首次提出“新质生产力”,指出要“整合科技创新资源，引领发展战略性新兴产业和未来产业，加快形成新质生产力”[1]。2024 年，《政府工作报告》的首项任务部署中再次强调要大力推进现代化产业体系建设，加快发展新质生产力。随着数字技术的快速发展，5G、大数据、区块链等成为新型劳动资料，为新质生产力发展奠定了基础，智能时代的新质生产力发展被打上深深的数字化烙印。教育与生产力之间是辩证统一的，生产力决定教育发展的规模、速度等，而教育也能促进生产力的发展。同时，技术作为一种工具与手段，在生产力发展中具有重要助推作用。当前，教育行业的数字化转型趋势如火如荼，推动新质生产力发展需贯通教育、科技、人才一体化，适应教育数字化浪潮。

Educational digitalization, in a broad sense, refers to a comprehensive social education transformation complex formed by the deep integration of technology and the education system; in a narrow sense, it refers to the innovation and transformation of products, processes, or models introduced by bringing technology into educational organizations and the outcomes based on this.[2]2 This definition draws on common scholarly understandings of educational digitalization in Chinese academic discourse; the original citation number [2] refers to a source in the authors’ bibliography. With the advancement of educational digitalization, the contemporary implications of the digital transformation of education point not only to digital technology driving and empowering the transformation and development of the education system but also involve complex and systematic broad implications, including views on talent, services, and development. Educational digitalization relies on specific technological equipment to continuously promote comprehensive changes in the education system, form, structure, etc., thereby influencing the development of new quality productive forces. Therefore, under the digital transformation of education, clarifying why educational digitalization can promote the development of new quality productive forces, elucidating its internal logic and pathways for advancement, is conducive to innovating the development paths of new quality productive forces and better advancing their development.

教育数字化在广义上是指技术与教育系统深度融合的社会教育转型综合体，在狭义上是指将技术引入教育组织以及基于此形成的产品、流程或模式的创新和变革[2]。随着教育数字化的推进，教育数字化转型的时代意蕴不仅指向数字技术驱动赋能教育系统变革发展，其中更涉及人才观、服务观、发展观等在内的复杂而系统的广泛意蕴。教育数字化依赖特定的技术设备不断推动教育体系、形态、结构等的全方位变革，进而影响新质生产力发展。因此，在教育数字化转型下，明晰教育数字化为何能促进新质生产力发展，阐明其中的内在逻辑以及推进路径，有利于创新新质生产力发展路径，更好地推进新质生产力的发展。

I. Why Educational Digitalization Can Promote the Development of New Quality Productive Forces

一、教育数字化为何能促进新质生产力发展

Advancing new quality productive forces is inseparable from high-quality development in education. Education acts on the three elements of new quality productive forces through talent innovation, knowledge innovation, technological innovation, and industrial innovation, forming a fundamental and strategic support for the development of new quality productive forces. New quality productive forces emerge in the intelligent era. As digitalization continuously permeates the three major elements of productive forces, it shapes the elements of new quality productive forces. The promotion of new quality productive forces by education is influenced by digital technology. The deep integration of education and digital technology drives the digital transformation of education, giving rise to data as a factor of production, and through information technology, brings about the upgrading and transformation of education, jointly acting on the development of new quality productive forces. Against the backdrop of the intelligent era, educational digitalization, as an important component of the development of new quality productive forces, plays a significant role in promoting high-quality development, with the cultivation of new-quality talent as its focal point.

推进新质生产力离不开教育高质量发展，教育通过人才创新、知识创新、技术创新及产业创新作用于新质生产力的三要素，形成了新质生产力发展的基础性、战略性支撑。新质生产力产生于智能时代，随着数字化发展不断渗透于生产力三大要素中，形成了新质生产力的要素。教育促进新质生产力发展受到数字技术的影响，教育与数字技术深入融合推动着教育数字化转型，催生了数据要素，并通过信息技术带来教育的升级改造，共同作用于新质生产力发展。智能时代背景下，教育数字化作为新质生产力发展的重要内容，在促进高质量发展中具有重要推动作用，并以促进新质人才培养为着力点。

1. The Development of New Quality Productive Forces Calls for a Timely Response from Educational Digitalization

1.新质生产力发展呼唤教育数字化的时代回应

The development of new quality productive forces depends on technological change and breakthroughs. Humanity has established an irreversible trajectory of technology, which is unstoppable in the current era. Digital technology is being integrated into various fields of human society. The integration of digital technology with social politics, economy, culture, and other aspects has had a comprehensive impact on human life. Digital technology has become a precursor for countries to seize competitive advantages, driving scientific and technological revolution and industrial transformation, and constructing and forming a world that combines the digital and physical realms—a fusion of virtual and real worlds. Martin Heidegger distinguished between two worlds: one constituted by “substances or combinations of substances” and another constituted by “worldhood.” The world of substances refers to the world in which everyday life occurs, where humans exist in a mode of understanding and act within the world. “Beings that themselves have extension are surrounded by the extended boundaries of some extended thing; the beings within and the surrounding beings are both present-at-hand in space. The aroundness of the surrounding world, the spatiality of the beings encountered in the surrounding world, obtains its foundation through the worldhood of the world.” Unlike the traditional productive forces corresponding to the agricultural and industrial eras, new quality productive forces are a new form of productive forces emerging in the intelligent era, surrounded by the digital environment from their inception. The digital era background formed by the iterative development of digital technology constitutes their existential environment and is the foundation for the development of new quality productive forces.

新质生产力发展取决于技术的变革与突破。人类已经建立了技术不可逆转的轨迹，这在当前的时代不可阻挡。数字技术正融入人类社会的各个领域中，数字技术与社会政治、经济、文化等方面的融合，对人类生活产生了全方位的影响。数字技术成为各国抢占竞争优势的先机，推动着科技革命与产业变革，构建并形成了数字世界与物理世界相结合的虚实融合世界。马丁·海德格尔（Martin Heidegger）区分了由“实体或实体结合”构成以及由“世界性”构成的两个世界，其中实体世界是指日常生活于其中的世界，人以理解的方式存在，并在世界中发生。“本身具有广袤的存在者被某种广袤事物的具有广袤的界限环围着，在之内的存在者与环围者都现成摆在空间之内，周围世界的周围性、在周围世界中照面的存在者本身的空间性通过世界之为世界而获得根基。”与农业时代和工业时代相对应的传统生产力不同，新质生产力是智能时代背景下产生的新型生产力样态，自诞生起就被数字环境围绕着。数字技术更迭发展下的数字时代背景构成其存在环境，是新质生产力发展之根基。

René Descartes’ “I think, therefore I am,” taken in a broad sense, requires that the “I” here break through narrow subject limitations and be linked to the existential circumstances of “Dasein,” while social circumstances are the fundamental ontological background that defines all educational theory and practice. Educational digitalization arises under specific socio-economic conditions and material-technical support, serving the educational development demands of a particular period. As a special development stage of educational informatization in the digital era, its essence is to integrate digital technology into all aspects of education to achieve a transformation of the educational ecosystem. New quality productive forces are a new dimension of productive forces development in the intelligent era, and also the most advanced productive forces of the contemporary era, empowered by science and technology. They take the form of intelligent productive forces created by artificial intelligence technology as a new qualitative state, characterized by the cerebralization of labor, the intellectualization of labor tools, and the digitalization of production factors. In the course of human historical development, productive forces have undergone two systemic transformations. These two revolutions in productive forces respectively propelled human society into the agricultural and industrial eras. Now, as human society transitions from the industrial era to the digital information era, new quality productive forces represent the third systemic transformation of productive forces. Against the backdrop of the digital transformation of education, education and the development of productive forces can no longer be separated from this era. New quality productive forces arise from the digital information era brought about by a new round of technological iteration and are the driving force propelling humanity into the digital era.

勒内·笛卡尔（René Descartes）的“我思故我在”从广泛意义出发，此处的“我”需要突破狭隘的主体限定，与“此在”的生存境遇联系起来，而社会境遇是规定一切教育理论与实践的基本存在论背景。教育数字化产生于特定的社会经济环境与物质技术条件支持下，服务于特定时期的教育发展诉求，作为教育信息化在数字时代的特殊发展阶段，实质是将数字技术整合到教育的各个方面，以实现教育生态的变革。新质生产力是智能时代生产力发展的新向度，也是当代最先进的并由科技赋能的生产力，以人工智能技术造就的智能生产力为样态的新质态，具有主体劳动脑力化、劳动工具智能化、生产要素数字化等特征。在人类历史发展进程中，生产力曾发生过两次系统性变革，两次生产力革命分别推动着人类社会迈进了农业时代和工业时代。而在人类社会从工业时代转向数字信息时代的当下，新质生产力是生产力的第三次系统性变革。在教育数字化转型的背景下，教育与生产力发展已然不能脱离这一时代背景，新质生产力产生于新一轮技术更迭带来的数字信息时代，是推动人类迈向数字时代的动力。

2. Educational Digitalization Is an Important Component of the Development of New Quality Productive Forces

2.教育数字化是新质生产力发展的重要内容

The theory of new quality productive forces is an innovation and development of Marxist theory of productive forces under the background of the New Era. It belongs to the category of Marxist theory of productive forces and is also a critique and innovation based on inheriting Marxist theory of productive forces. Starting from the relevant expositions of Karl Heinrich Marx and Friedrich Engels on productive forces and relations of production, and on the economic base and superstructure, education belongs to the superstructure and is closely related to productive forces. In *The German Ideology*, Marx and Engels, based on productive forces and relations of production, for the first time revealed the contradictory movement and dialectical relationship between productive forces and relations of production, and pointed out the epochal proposition that “the sum total of productive forces attained by people determines the state of society,” putting forward the famous basic principles of historical materialism. Productive forces and relations of production, the economic base and superstructure, are not separate or disconnected. Productive forces determine relations of production; the sum total of relations of production constitutes the economic base, which determines the superstructure, including politics, culture, and education. Furthermore, the development of productive forces simultaneously points to the improvement of the level of productive forces themselves and the transformation of social relations that adapt to the relations of production. Although the dominant position of productive forces in social development is unshakable, relations of production have a counteractive effect on the development of productive forces, indicating that advanced relations of production can create new productive forces.

新质生产力理论是在新时代背景下对马克思主义生产力理论的创新与发展，隶属于马克思主义生产力理论的范畴，也是在继承马克思主义生产力理论基础上对其的批判与创新。从卡尔·马克思（Karl Heinrich Marx）、弗里德里希·恩格斯（Friedrich Engels）关于生产力与生产关系、经济基础与上层建筑的相关论述出发，教育隶属于上层建筑，与生产力之间具有密切联系。马克思、恩格斯在《德意志意识形态》中立足于生产力与生产关系，第一次揭示了生产力和生产关系间的矛盾运动和辩证关系，并指出“人们所达到的生产力总和决定着社会状况”这一时代命题，提出了著名的历史唯物主义基本原理。生产力与生产关系、经济基础与上层建筑之间不是割裂与分离的。生产力决定生产关系，生产关系的总和构成了经济基础，决定着政治、文化、教育等上层建筑。此外，生产力发展同时指向生产力自身水平的提高和与生产关系相适应的社会关系的变革。生产力在社会发展中的主导地位虽不可撼动，但生产关系对生产力发展具有反作用，表明了先进的生产关系能够创造出新的生产力。

From the perspective of social productive forces, both technology and education are important components of social productive forces, which are constituted by educational productive forces and technological productive forces. The fundamental driving force behind the development of productive forces lies in the progress of science and technology, and science and technology must act on laborers through education and culture, developing them into high-quality factors of production, thereby promoting the development of productive forces. New quality productive forces encompass human factors, including intelligent laborers, and material factors, including intelligent labor objects, and are "centrally marked by a substantial increase in total factor productivity." With the development of digital technology, artificial intelligence technology, robotics technology, and others have become emerging tools of production; data has become a new factor of production alongside land, labor, capital, etc., permeating the system of productive forces; and computing power, networks, new materials, and others have become emerging objects of labor. In addition, intellectual capital, as well as science, art, and schools that cultivate people and place their wisdom at the service of all people, can all be regarded as an important "productive force." Educational digitalization, as a product of the deep integration of education and digital technology, plays an important role in promoting the generation of individual wisdom and the transformation of knowledge into wisdom, which is conducive to increasing individual intellectual capital, and is a new type of productive force. New quality productive forces emphasize the construction of educational values that harmonize humanity and nature, highlight the upgrading of talent cultivation standards that coordinate emotional ability, innovation ability, and digital-intelligent technology ability, focus on the adjustment of educational knowledge structures toward cross-disciplinary integration, and align with the construction of an educational community that fits new relations of production. By influencing educational values, talent cultivation, educational knowledge structures, etc., educational digitalization is conducive to promoting the accumulation of individual intellectual capital.

从社会生产力角度出发，技术和教育都是社会生产力中的重要组成部分，社会生产力由教育生产力与技术生产力构成。生产力发展的根本动因在于科学技术的进步，而科学技术要通过教育和文化作用于劳动者，将其发展为高质量的生产要素，进而推动生产力发展。新质生产力涵括了智能型劳动者在内的人的因素和智能劳动客体在内的物的因素，“以全要素生产率大幅提升为核心标志”。随着数字技术的发展，人工智能技术、机器人技术等成为新兴生产工具，数据成为继土地、劳动、资本等之后的一种全新生产要素，渗透于生产力系统中，算力、网络、新材料等成为新兴的劳动对象。此外，智力资本以及科学、艺术和培养人并使其智慧服务于全体人民的学校都可视为一种重要的“生产性力量”。教育数字化作为教育与数字技术深度融合的产物，在促进个体智慧生成、转识为智中扮演着重要角色，有利于增长个体的智力资本，是一种全新的生产性力量。新质生产力强调人与自然和谐共生的教育价值观建构，凸显情感能力、创新能力、数智技术能力协调发展的人才培养规格升级，注重交叉融合的教育知识结构调整，契合新型生产关系的教育共同体构建。教育数字化通过影响教育价值观、人才培养、教育知识结构等，有利于促进个体智力资本积累。

3. Educational Digitalization as an Effective Means for the Development of New Quality Productive Forces

3.教育数字化作为新质生产力发展的有效手段

Education and productive forces are dialectically unified: the level of development of social productive forces constrains the scale, speed, and level of educational development, while education also plays a significant role in promoting the development of productive forces [13]. Education promotes the development of productive forces by enhancing individual intellectual development, which then permeates the factors of production, acting as a catalyst for the development of productive forces. At the same time, as a mediating and transforming force, education is a process that boosts the reproduction of productive forces, transforming potential productive forces into actual productive forces. Scientific and technological innovation is the core driving force behind the development of new quality productive forces; education is conducive to promoting talent, knowledge, and technological innovation to support scientific and technological innovation, and can transform potential scientific knowledge into actual productive forces, promoting industrial innovation. Marx and others proposed that education is a necessary means and process for the reproduction of productive forces, especially labor capacity, i.e., "education produces labor capacity." Therefore, as a means of promotion, education plays an important role in the process of productive forces development. Educational digitalization is based on technological development and involves multiple contradictory categories, such as the relationship between education and technology, and the relationship between tools and values.

教育与生产力之间是辩证统一的，社会生产力发展水平制约着教育发展规模、速度与水平，而教育也对生产力发展起到巨大的促进作用[13]。教育促进生产力发展表现为通过教育提高个体智力发展，进而将其渗透到生产力要素中，成为生产力发展的助力剂。同时，教育作为一种中介力量和转化力量，是助推生产力再生产的过程，可将潜在的生产力转化为现实的生产力。科技创新是驱动新质生产力发展的内核，教育有利于促进人才、知识、技术创新进而支持科技创新，并能将潜在的科学知识转化为现实生产力，促进产业创新。马克思等人提出教育是生产力尤其是劳动能力再生产的必要手段与过程，即“教育会生产劳动能力”。因此，教育作为一种推进手段，在生产力发展过程中具有重要作用。教育数字化以技术发展为基础，涉及教育与技术的关系、工具与价值的关系等多种矛盾范畴。

According to the essence of technology and the relationship between humans and technology, philosophers of technology have proposed three views: technological instrumentalism, technological environmentalism, and technological subjectivism. From the perspective of technology as a tool, technology can extend individual senses and is a tool or means to achieve or reach a certain purpose. In the Western ethical tradition, finitude is an important proposition; with the development of technology, people fantasize about having the power of God to conquer nature and make it obey our will. The integration of education and digital technology can respond to individuals' demands for educational development, promote changes in the education system, and thereby drive the development of new quality productive forces. Every time the development of productive forces enters a new historical stage, it begins with the change and development of labor tools and labor materials. Digital technology has characteristics such as disembedding, convenience, openness, and borderlessness, and can produce a synergistic effect through integration with education, jointly promoting the transformation and development of productive forces. The new generation of information technology transformation has given rise to new quality labor materials such as 5G communication and high-performance servers. Digital technology, by optimizing production processes, improving efficiency, reducing costs, etc., prompts a qualitative leap in productive forces, subverting the organizational mode and operational logic of traditional productive forces. General Secretary Xi Jinping pointed out: "Educational digitalization is an important breakthrough for China to open up new tracks for educational development and shape new advantages for educational development." On the new journey of the New Era, it is necessary to base ourselves on the strategic tasks and requirements of China's development, view educational digitalization from the overall situation, attach importance to and leverage the enormous energy contained in educational digitalization, strive to open up new tracks for educational development and shape new advantages for educational development, and promote the development of new quality productive forces.

根据技术本质以及人与技术间的关系，技术哲学家提出了技术工具论、技术环境论、技术主体论三种观点。从技术作为一种工具来看，技术能够延伸个体感官，是为了实现或达到某个目的的工具或手段。在西方伦理传统中，有限性是一个重要的命题，随着技术的发展而使人幻想有上帝般的力量来征服自然并使其服从我们的意志。教育与数字技术的融合，能够回应个体对教育发展的诉求，促进教育系统的变革，进而推动新质生产力的发展。生产力发展进入新的历史阶段，都是首先从劳动工具和劳动资料的改变和发展开始的。数字技术具有脱域性、便捷性、开放性、无边界性等特征，能够通过与教育融合产生叠加效应，共同推动着生产力变革与发展。新一代信息技术变革催生了5G通信、高性能服务器等新质劳动资料，数字技术通过优化生产流程、提升效率、降低成本等方式，促使生产力实现质的飞跃，颠覆了传统生产力的组织方式和运行逻辑。习近平总书记指出：“教育数字化是我国开辟教育发展新赛道和塑造教育发展新优势的重要突破口。”在新时代新征程下，必须立足于我国发展的战略任务和要求，立足全局看教育数字化，重视与发挥教育数字化蕴藏的巨大能量，努力开辟教育发展新赛道、塑造教育发展新优势，推动新质生产力发展。

4. Cultivating New Quality Talents Is the Focal Point of Educational Digitalization in Promoting the Development of New Quality Productive Forces

4.培养新质人才是教育数字化促进新质生产力发展的着力点

The subject that drives society toward a new state of equilibrium is the human being with the capacity for practical activity. While promoting social change and renewal, humans constantly seek new orders, elevating themselves to a new realm that is full of vitality, proactive, and continuously developing. Humans exist and develop in nature; placed in the social field, humans are conscious, thinking, active beings. Humans in nature need natural material conditions as the basis for individual survival, and individuals continuously produce the material means necessary for their own survival through self-labor. Productive forces are precisely the product generated by humans living in nature through their own labor. Individuals build on the existing productive forces created by their predecessors as a basis for creating new productive forces, thereby continuing the process and driving society forward. New quality productive forces in the intelligent era are a completely new form of productive forces. The "new" in new quality productive forces points to new technologies and new factors; compared with traditional productive forces, they are of a higher level. New technologies are constantly being updated and inevitably eliminate a batch of aging, outdated things. Existing technologies become obsolete because they are surpassed, and the social environment they produce also becomes outdated as a result. People, knowledge, and wealth either adapt to the new technologies or perish with the old ones; there is no other choice. To adapt to and promote the development of stronger and higher-level new quality productive forces, new quality talents with higher levels and stronger capabilities are needed, supported by new types of human resources.

推动社会走向新的平衡状态的主体是具有实践活动能力的人，人在促进社会变动与更新的同时，不断寻求新的秩序，将自身提升到一个富含活力的、主动进取的、持续发展的新境界。人生存与发展于自然界中，置于社会场域中的人是有意识、有思想的能动存在。自然界中的人需要以自然物质条件作为个体得以维持生存的基础，个体正是不断通过自我劳动以生产维持自我生存所需的物质资料。而生产力就是生活在自然界中的人通过自我劳动而催生的产物。个体在前人所创造的已有生产力基础上借之作为创造新的生产力的基础，以此不断延续，推动着社会前进。智能时代的新质生产力是一种全新样态的生产力。新质生产力之“新”指向新技术、新要素，相较于传统生产力来说，水平更高。新技术日益更新，并不可避免地淘汰一批老化、过时的东西，现存技术因被超越而变得老化，由它产生的社会环境也因此过时，人、知识、财富或适应新的技术，或随旧技术而消亡，别无其他选择。为了适应与推动更强更高水平的新质生产力发展，需要具有更高水平和更强能力的新质人才，以新型人才资源作为支撑。

The development of new quality productive forces is the result of the combined action of emerging science and technology and the progress of intellectual labor. New quality productive forces are nurtured by technological innovation and industrial transformation; new technological innovation and the development of emerging industries require the support of high-quality laborers. Humans are the subjects that promote scientific and technological innovation and drive the transformation of emerging industries; innovation and transformation at the material level depend on humans. New quality productive forces oriented toward high-quality development require a certain material technology and new quality talents as a foundation, relying on breakthroughs and innovations in key and disruptive technologies, as well as talents with high-quality characteristics. New quality talents are the most important and most active factor in the development of new quality productive forces; they possess technological thinking, composite thinking, and creative-change thinking. They can provide intellectual support for technological innovation and industrial transformation, continuously creating new productive forces. Education plays a fundamental role in talent cultivation. Educational digitalization, with the help of digital technology, continuously drives changes in the education system. Digital technology runs through the entire process of the educational environment, management, evaluation, etc., reshaping the new educational ecosystem, providing learners with immersive learning environments, personalized learning guidance, diversified educational resources, etc., which is more conducive to promoting the reshaping of individual cognitive structures and the development of innovative thinking, showing strong potential in empowering new quality talents. Therefore, educational digitalization promotes the development of new quality productive forces by taking the cultivation of new quality talents as its focal point. The development of new quality productive forces requires the impetus of new quality talents. Educational digitalization, by reforming the education system, promotes the cultivation of new quality talents, providing human resources for new quality productive forces.

新质生产力发展是新兴科学技术与智力劳动进步等因素共同作用的结果。新质生产力孕育自技术创新与产业变革，新技术创新与新兴产业发展需要高素质劳动者支撑。人是推动科学技术创新和促进新兴产业变革的主体，物质层面的创新变革依附于人。指向高质量发展的新质生产力需要一定的物质技术与新质人才为基础，依赖于关键性颠覆性技术的突破与创新以及具有高素质特征的人才。新质人才是新质生产力发展中最为重要和最为活跃的要素，具备技术思维、复合思维与创变思维，它能为科技创新与产业变革提供智力支撑，不断创造新的生产力。而教育在人才培养中发挥着根本性作用。教育数字化借助数字技术不断驱动教育系统变革，数字技术贯穿于教育环境、管理、评价等整个流程中，重塑教育新生态，为学习者提供沉浸式学习环境、个性化学习指导、多元化教育资源等，更有利于促进个体认知结构的重塑与创新性思维的发展，在赋能新质人才上展现出强大的潜力。因此，教育数字化推动新质生产力发展以培养新质人才为着力点，新质生产力发展需要新质人才推动，教育数字化通过革新教育系统，进而促进新质人才培养，为新质生产力提供人才资源。

II. Functional Representations of Educational Digitalization in Promoting the Development of New Quality Productive Forces

二、教育数字化促进新质生产力发展的功能表征

There is an inherent consistency between educational digitalization and new quality productive forces. General Secretary Xi Jinping pointed out: “New quality productive forces are driven by revolutionary technological breakthroughs, innovative allocation of production factors, and deep industrial transformation and upgrading. Their basic connotation is the leap in workers, means of labor, objects of labor, and their optimized combination, and their core marker is a substantial increase in total factor productivity. Their characteristic is innovation, their key is quality, and their essence is advanced productive forces.” [n] The digital transformation of education includes three levels of transformation: the technological level, from digitalization and networking to intelligentization; the business level, from improving operational efficiency to innovating business forms and reshaping educational organizations; and the people-oriented level, from enabling teachers and students to obtain a better life experience to supporting their higher-level life growth. By promoting the iteration of emerging technologies, the cultivation of top-tier talent, the creation of a digital environment, and the emergence of a digital education industry cluster, educational digitalization can act upon the elements and core of new quality productive forces, thereby supporting their development.

教育数字化与新质生产力之间有内在一致性。习近平总书记指出：“新质生产力由技术革命性突破、生产要素创新性配置、产业深度转型升级而催生，以劳动者、劳动资料、劳动对象及其优化组合的跃升为基本内涵，以全要素生产率大幅提升为核心标志，特点是创新，关键在质优，本质是先进生产力。” 教育数字化转型包括：从数字化、网络化到智能化的技术层；从业务效率提升到业务形态创新、教育组织重塑的业务层；从让教师和学生获得更好的生命体验再到支撑其更高层次生命成长的人本层三个层次的转型。教育数字化通过促进新兴技术更迭、尖端人才培养、数字环境营造、催生数字教育产业集群，能够作用于新质生产力的要素与内核，进而支持新质生产力的发展。

1. Educational Digitalization Promotes the Iteration of Emerging Technologies

1.教育数字化促进新兴技术更迭

New quality productive forces are born from a new round of scientific and technological revolution and industrial transformation, represented by intelligent productive forces. Scientific and technological innovation is the core of new quality productive forces. The development of new quality productive forces calls for revolutionary breakthroughs in technology. Digitalization uses data as the information carrier and is an advanced stage of social informatization. Its basic concept is to utilize technologies such as artificial intelligence, cloud computing, and blockchain to mine existing data and create new value, thereby unleashing the full potential of the technological ecosystem and achieving a higher level of informatization. Educational digitalization is centered on disruptive technologies and is supported by massive data, intelligent algorithms, and powerful computing power. Data, information, and technology constitute the technological foundation of educational digital transformation. Educational digitalization will force the transformation of digital technologies and promote the development of key and disruptive technologies. The development and application of technologies such as artificial intelligence, big data, and cloud computing constitute important elements of new quality productive forces and become new means of production. Along with the development of educational digitalization, the massive data, intelligent networks, and resource information generated with the support of digital technologies become new objects of labor in the intelligent era.

新质生产力诞生于新一轮科技革命和产业变革，以智能生产力为代表，科学技术创新是新质生产力的内核。新质生产力发展呼唤技术的革命性突破。数字化以数字为信息载体，是社会信息化的高级阶段，其基本理念是利用人工智能、云计算、区块链等技术，挖掘现有数据创造新的价值，以发挥技术生态系统的全部潜力，实现更高层次的信息化。教育数字化以颠覆性技术为核心，并以海量数据、智能算法、强大算力等为支撑。数据、信息和技术是教育数字化转型的技术基底。教育数字化会倒逼数字技术的变革，推进关键性与颠覆性技术的发展。人工智能、大数据、云计算技术等的发展与应用构成了新质生产力的重要要素，成为新的生产工具。伴随着教育数字化的发展，数字技术支持下产生的海量数据、智能网络、资源信息等在智能时代成为新兴的劳动对象。

Emerging technologies originate from discontinuous technological innovation. They continuously develop and emerge under the complementary interaction of two innovation models: the continuous technological innovation model and the disruptive technology model, thereby promoting the continuous development of the scientific and technological system. As theoretical research on educational digitalization deepens, digital infrastructure continuously improves, and the digital teaching capabilities of subjects are constantly enhanced, multi-faceted support is provided for the iteration of emerging technologies. On the one hand, the development of the digital environment, digital resources, and digital platforms creates new environmental, resource, platform, and model support for technological development. The digital transformation of education carries multiple strategic tasks, including the construction and improvement of the digital environment, enriching the supply of digital resources, exploring new teaching models, and improving the digital literacy of the entire population. The construction of the digital environment, the supply of digital resources, and the construction of digital platforms are supporting conditions for seeking technological breakthroughs. As educational digitalization advances, it calls for and seeks higher-level technological breakthroughs. On the other hand, during the process of educational digital transformation, as subjects continuously conduct in-depth research on digital education theory and continuously understand and identify with the development trends of digital education, subject support is provided for the development and emergence of emerging technologies. The continuous deepening of educational digital transformation raises individuals’ standards and requirements for digital technology in supporting teaching evaluation, teaching management, and teaching governance, which in turn forces intelligent technology to continuously achieve new breakthroughs.

新兴技术源自技术的不连续创新，新兴技术在延续性技术创新模式和颠覆性技术两种创新模式的关联互补下不断得以发展和涌现，进而推动科学技术体系不断发展。随着教育数字化的理论研究不断深入、数字基础设施不断完善、主体数字化教学能力不断提升，为新兴技术的更迭提供了多方位的支持。一方面，数字环境、数字资源、数字平台等的发展为技术发展营造了新的环境、资源、平台、模式支持。教育数字化转型承载着数字环境建设完善、丰富数字资源供给、探索新型教学模式、提升全民数字素养在内的多重战略任务。数字环境建设、数字资源供给以及数字平台构建等是寻求技术突破的支撑条件，随着教育数字化的不断推进，呼唤并寻求更高水平的技术突破。另一方面，在教育数字化转型过程中，随着主体对数字教育理论的不断深入研究，以及主体对数字教育发展趋势的不断了解与认同，为新兴技术发展与涌现提供了主体支持。教育数字化转型的不断深入，使得个体对数字技术在支持教学评价、教学管理、教学治理等方面的标准与要求不断提高，也会倒逼智能技术不断取得新突破。

2. Educational Digitalization Promotes the Cultivation of Top-Tier Talent

2.教育数字化推进尖端人才培养

New quality productive forces take the development of Marxist productive forces theory as their theoretical generative logic and revolutionary technological breakthroughs as their practical logic. Their basic connotation points to the improvement of the quality of workers, the optimized allocation of means of labor, and the precision and personalization of objects of labor, guided by innovation and the new development philosophy. [n] Workers are the basic element of productive forces and also the most active element among productive forces. In the process of developing new quality productive forces, workers with innovative consciousness and professional skills promote the development of productive forces by correspondingly transforming the means of labor and objects of labor. Therefore, top-tier talent is an important main force and internal power source for promoting the development of new quality productive forces. The core of the development of new quality productive forces lies in original innovation, and the cultivation of top-notch innovative talent is the key to achieving original innovation. Educational digitalization can promote the development of individuals’ comprehensive abilities, stimulate individuals’ innovative consciousness, improve individuals’ digital literacy, and form new-quality labor power.

新质生产力以马克思主义生产力理论发展为理论生成逻辑和以技术革命性突破为实践逻辑，其基本内涵指向劳动者素质的提升、劳动资料的优化配置、劳动对象的精准和个性化，以创新为主导、以新发展理念为指导。劳动者是生产力的基本要素，也是生产力中最活跃的要素。在新质生产力的发展过程中，具备创新意识和专业技能的劳动者，通过将劳动资料和劳动对象进行相应的转化，进而推动生产力的发展。因此，尖端人才是推动新质生产力发展的重要主体力量与内在动力源。新质生产力发展的核心在于原始创新，而拔尖创新人才的培育是实现原始创新的关键。教育数字化能够促进个体综合能力的发展、激发个体的创新意识、提高个体的数字素养，形成新质劳动力。

Educational digitalization can increase the quantity of top-tier talent and improve the quality of top-tier talent cultivation, providing method support and resource supply for supporting the cultivation of top-tier talent. On the one hand, under the impetus of educational digital transformation, the cultivation of innovative talent is called for, and new requirements are put forward for the cultivation of top-notch innovative talent. Educational digitalization has overturned traditional educational goals. Classroom teaching dominated by the simple transmission of knowledge is difficult to adapt to the talent cultivation needs of the new era, and it is urgent to move towards the cultivation of individuals’ higher-order thinking and innovative literacy. The development of digital technology has accelerated the speed of knowledge renewal, shortened the knowledge production cycle, and challenged the traditional knowledge view characterized by compartmentalization and text fixation. The digital era requires breaking out of the rut of knowledge accumulation and moving towards knowledge innovation and generation, promoting the transformation from assembly-line education in the industrial era to intelligent education.

教育数字化可增加尖端人才的数量，并提高尖端人才培养的质量，为支持尖端人才培养提供方式支持与资源供给。一方面，在教育数字化转型的推进下，呼唤创新型人才的培养，并对拔尖创新人才培养提出了新要求。教育数字化颠覆了传统的教育目标，以单纯知识授受为主导的课堂教学难以适应新时期的人才培养需求，亟须走向个体高阶思维与创新素养的培育。数字技术的发展加速了知识更新的速度，减少了知识生产周期，对传统呈现出分科化、文本固化的知识观发出挑战。数字时代要求走出知识叠加的窠臼，走向知识的创新与生成，推动工业时代流水线式教育向智慧型教育转变。

On the other hand, the deep integration of digital technology with education and teaching has promoted new forms of educational digital development. Educational digitalization can promote the comprehensive and individualized development of large-scale individuals, accurately diagnose the learning levels, cognitive styles, and learning preferences of different learners, formulate personalized learning plans for different learners, and provide targeted personalized guidance. For example, small private online courses and micro-lecture videos can break through the limitations of physical space and time, meet learners’ learning needs anytime and anywhere, and promote the in-depth development of individuals’ higher-order thinking and innovative literacy. Teaching resources generated with the help of Sora [n] can also be intelligently recommended to learners of different levels and styles. Through virtual simulation technology, augmented reality technology, virtual space, and spatiotemporal interaction technology, interactive and immersive learning environments can be created, such as building virtual laboratories, digital interactive courses, and online classrooms, which can better promote learners’ deep learning and the development of innovative thinking.

另一方面，数字技术与教育教学的深度融合，推进了教育数字化发展新形态。教育数字化能够推进大规模个体全面而个性发展，精准诊断不同学习者的学习水平、认知风格及学习偏好，为不同学习者制定个性化的学习方案，有针对性地提供个性化指导。如小规模限制性在线课程、微课视频等能够突破物理空间与时间的限制，随时随地满足学习者的学习需求，促进个体的高阶思维与创新素养的深入发展。借助Sora生成的教学资源还能向不同水平和风格的学习者进行智能化推荐。通过虚拟仿真技术、增强现实技术、虚拟空间和时空交互技术等支持打造交互式与沉浸式的学习环境，如构建虚拟实验室、数字交互课程和在线课堂等，能更好地促进学习者深度学习和创新思维的发展。

3. Educational Digitalization Creates Digital Environment Support

3.教育数字化营造数字化环境支持

Environmental support is the driving force and guarantee for educational digitalization to promote the development of new quality productive forces. Jacques Ellul believed that technology is the intermediary between humans and the natural environment, and that humans live in the “technological environment,” an artificial environment that is the fundamental context of the subject’s existence. In fact, there is no such thing as technology itself, because technology exists only in some context of application. New quality productive forces are generated under the background of China’s social and economic development and the promotion of high-quality educational development, and they develop along with the continuous development of the social economy, science and technology, and technology. As a completely new form of productive forces, new quality productive forces are comprehensively influenced by the complex social environment, including economic structural optimization, scientific and technological progress, and social system innovation. Among these, education is an important factor affecting economic development and scientific progress. American economist Theodore W. Schultz believed that people increase their own abilities through self-investment, and that school education is the largest investment in human capital, with educational investment being an important factor affecting economic growth. As digital technology gradually integrates into the field of education and teaching, educational and teaching activities are endowed with the attribute of “digital labor.” Through data precision and resource linkage, it promotes low-consumption, high-efficiency development in education, while continuously promoting innovative development in science, technology, and the economic field, thereby realizing the digital and green development of productive forces.

环境支持是教育数字化推动新质生产力发展的动力源泉和保障支持。雅克·埃吕尔（Jacques Ellul）认为技术是人和自然环境之间的中介，人类生活在“技术环境”这一人造环境中，是主体存在的根本性情境。事实上，根本没有所谓的技术本身，因为技术只存在于某种应用的情境中。新质生产力是在我国社会经济发展与推动教育高质量发展的时代背景下产生的，随着社会经济、科技、技术等的不断发展而发展。作为一种全新的生产力样态，新质生产力受到经济结构优化、科学技术进步、社会制度创新等社会复杂环境的综合性影响。其中，教育是影响经济发展与科学进步的重要因素。美国经济学家西奥多·舒尔茨(Theodore W. Schultz)认为人们以自我投资来增长自身能力，而学校教育是人力资本最大的投资，教育投资是影响经济增长的重要因素。随着数字技术逐渐融入教育教学领域，教育教学活动被赋予“数字劳动”属性，通过数据精准化、资源链接化等促进教育低消耗、高效率发展，同时不断推动科学技术与经济领域的创新性发展，进而实现生产力的数字化与绿色化发展。

On the one hand, educational digitalization provides foundational environmental support for new quality productive forces. With the continuous iteration of intelligent technologies, the value implications of educational digitalization are constantly breaking through the systemic transformation of education itself, gradually penetrating into various aspects such as social and political construction, economic development, knowledge innovation, and ecological governance. Educational digitalization, through specific technological equipment, promotes comprehensive changes in the educational system, form, and structure. This not only facilitates the transformation of educational concepts, the reshaping of educational organizations, and the updating of educational models, but also helps improve the methods, approaches, forms, patterns, and overall ecology of teaching and nurturing. Under the transformation of educational digitalization, individuals, by carrying out scientific and technological innovation research and theoretical exploration, are conducive to producing a large number of innovative achievements, advancing product application and transformation, constructing a new digital education environment, and thereby supporting the development of productive forces.

一方面，教育数字化为新质生产力提供基础环境支持。随着智能技术的不断更迭，教育数字化转型的价值意蕴不断突破教育自身的系统性变革，逐渐渗入社会政治建设、经济发展、知识创新及生态治理等多方面。教育数字化通过特定的技术设备推动教育体系、形态、结构等全方位的变革，不仅有利于教育理念的变革、教育组织的重塑、教育模式的更新，而且有助于促进教学育人方式、途径、形式、样态及其整体生态的改善。在教育数字化转型下，个体通过开展科学技术创新研究及理论探索，有利于生产出大量的创新成果，推进产品应用与转化，构建全新的数字教育环境，进而支持生产力发展。

On the other hand, educational digitalization provides policy environmental support for new quality productive forces. New quality productive forces develop alongside the development of digital technology; their internal driving force originates from the iteration of new technologies, the impetus of top-tier talent, and the cultivation of a policy environment. In recent years, to promote the digital transformation of education, numerous digital policies have been issued both domestically and internationally, creating a favorable policy support environment. As early as 2000, China issued the first national-level development plan in the field of educational informatization. In 2022, promoting educational digitalization was written into the report of the 20th National Congress of the CPC for the first time. Furthermore, UNESCO also places great emphasis on advancing the digital development of education, focusing on policy-driven approaches, and has successively issued documents such as *Digital Transformation of Education: Connecting Schools, Empowering Learners* and *Reimagining Our Futures Together: A New Social Contract for Education*. The issuance of a series of policy documents provides support for advancing the digital transformation of education, offers policy guarantees for promoting scientific and technological innovation, and is conducive to driving the development of new quality productive forces.

另一方面，教育数字化为新质生产力提供政策环境支持。新质生产力伴随着数字技术发展而发展，其内在动力源自新技术的更迭、尖端人才的推动及政策环境的培育。近年来，为了促进教育数字化转型，国内外颁发了众多数字化政策，营造了良好的政策支持环境。早在2000年，我国就颁发了第一份国家层面关于教育信息化领域的发展规划。2022年，推进教育数字化被首次写进党的二十大报告中。此外，联合国教科文组织也十分重视推进教育数字化发展，注重政策驱动，相继颁发了《教育数字化转型：联通学校，赋能学习者》和《共同重新构想我们的未来：一种新的教育社会契约》等文件。系列政策文件的颁发为推进教育数字化转型提供了支持，为促进科技创新提供了政策保障，有利于推动新质生产力的发展。

4. Educational digitalization gives rise to digital education industry clusters. New quality productive forces, emerging in the intelligent era, point toward intelligent production methods and industrial forms, while simultaneously relying on the transformation and upgrading of industries. New quality productive forces differ from traditional productive forces; the "new" is embodied in the iteration of new technologies and the development of new industries. The development of new quality productive forces depends on scientific and technological innovation, and the impact of science and technology on the development of productive forces takes industrial development as its foothold and support point. Therefore, promoting the development of new quality productive forces requires driving the optimization and upgrading of traditional industrial formats and accelerating the guidance of emerging industries. Modern technology is not only a collection of independent production methods but also possesses the function of creating economic structures, transforming from technologies that produce fixed physical products into new technologies capable of infinite combination and assembly. The deep integration of digital technology with education and teaching continuously gives rise to new data resources and emerging platforms, providing support such as equipment and tools for the development of emerging industries. Large-scale data emerging with the development of digital technology drives the operation, decision-making, and management of traditional production organizations. Digital infrastructure such as 5G networks and integrated sensors breaks through traditional physical connections, achieving information linkage and interaction, thereby increasing the speed of industrial renewal and development as well as the holistic restructuring of business operations. Digital technology continuously permeates various fields such as social economy, politics, and culture, giving rise to a new digital economy and a new round of education industries. By accelerating the circulation of production factors, revolutionizing relations of production, and optimizing production processes, it promotes a qualitative leap in productive forces.

4.教育数字化催生数字教育产业集群 产生于智能时代的新质生产力，指向智能化的生产方式和产业形态，同时依赖于产业的转型升级。新质生产力区别于传统生产力，“新”体现为新技术更迭与新产业发展。新质生产力发展依赖于科学技术的创新，科学技术对生产力的发展又以产业发展为落脚点与支撑点。因此，推动新质生产力发展，要求推动传统产业业态的优化升级，加快引领新兴产业的发展。现代技术不仅是独立生产方式的集合，而且具有创造经济结构的功能，从生产固定的物理产品的技术转变为新的可以进行无限组合和装配的技术。数字技术与教育教学的深度融合不断催生出新的数据资源与新兴平台，为新兴产业发展提供了设备、工具等支持。随着数字技术发展而出现的大规模数据，驱动着传统生产组织的运营、决策、管理等，5G网络、集成传感器等数字基础设施突破了传统的物理连接，实现信息的联结与交互，提高了产业更新与发展的速度以及业务的整体性重构。数字技术不断渗透到社会经济、政治、文化等各个领域，催生了新的数字经济和新一轮的教育产业，通过加快生产要素流通、革新生产关系、优化生产流程，推动生产力实现质的飞跃。

Intelligent technologies can change the management and teaching of education systems in different ways. They not only increase learners' opportunities for education and improve the quality of student learning but also enhance the cost-effectiveness of educational institutions. The application of digital technology in various social fields stimulates the initiative of industrial entities and gives rise to diverse emerging industries. For example, the integration of digital technology with the economy has given rise to smart finance; the integration of digital technology with medicine has produced smart healthcare; and the integration of digital technology with the transportation industry has generated smart transportation. Focusing on the field of education, educational digitalization has also promoted the development of the digital education industry, providing support for new industrial formats for the development of new quality productive forces. The support of technologies such as new media technology, virtual simulation technology, the Internet of Things technology, wearable technology, intelligent terminals, mobile learning, and cloud computing has brought about changes in the digital education service industry, accelerating innovation in the digital education service industry. The development of digital technology has promoted the generation of massive data resources, created new digital education platforms and tools, and given rise to new digital education service industries, providing conditional support for digital education products.

智能技术能够以不同的方式改变教育系统的管理和教学，它们不仅增加了学习者受教育的机会，提高了学生的学习质量，还提高了教育机构的成本效益。数字技术在社会各领域的应用激发了产业主体的积极性，催生了多样化的新兴产业。如数字技术与经济的融合催生了智慧金融、数字技术与医学的融合产生了智慧医疗、数字技术与交通行业的融合产生了智慧交通等。聚焦教育领域，教育数字化也推动了数字教育产业发展，为新质生产力发展提供新兴产业业态支持。新媒体技术、虚拟仿真技术、物联网技术、可穿戴技术、智能终端、移动学习、云计算等技术的支持带来了数字教育服务产业变革，加速了数字教育服务产业创新。数字技术发展促进了海量数据资源的产生，打造了新的数字教育平台与工具，催生了新的数字教育服务产业，为数字教育产品提供了条件支持。

Currently, with the support of digital technology, a large number of digital education products have been generated. Targeting the consumer market of students, parents, community colleges, and adult schools, these products aim to provide resources, intelligent assessment, and personalized tutoring, exhibiting characteristics such as richness, compatibility, and applicability, and taking on diverse forms. For instance, education technology companies specifically develop entertaining learning activities or educational products for student tutoring and exam preparation targeting the consumer market of students, parents, community colleges, and adult schools. Furthermore, digital education software currently supported by digital technology, such as Tencent Meeting and DingTalk, has become important learning tools used daily by teachers and students, supporting educational subjects in conducting online-offline integrated learning, and has gradually developed into a batch of emerging digital education industries. Additionally, domestic digital education service websites also exhibit diversity, such as Xueersi Online School, Tsinghua Xuetang Online, Hujiang.com, and NetEase Cloud Classroom. These digital education products provide high-quality services for learners and educators, further enriching the content, forms, and services of education, and expanding new industrial space for the development of new quality productive forces.

当前，在数字技术支持下催生了一大批数字教育产品，以为学习者提供资源、智能评判、个性化辅导等为目标导向，呈现出丰富性、兼容性、适用性等特征，具有多样化样态。如教育科技公司专门针对学生、家长、社区大学、成人学校这一消费市场，开发娱乐性学习活动或用于学生辅导和备考的教育产品。此外，当前数字技术支持下的数字教育软件，如腾讯会议、钉钉等已经成为教师与学生日常使用的重要学习工具，支持教育主体开展线上线下融合学习，并逐渐发展成为一批新兴数字教育产业。此外，国内的数字教育服务网站也呈现出多样化，如学而思网校、清华学堂在线、沪江网、网易云课堂等。这些数字教育产品为学习者与教育者提供了高品质的服务，也进一步丰富了教育的内容、形式与服务，为新质生产力发展拓展了新的产业空间。

III. An Exploration of Pathways for Educational Digitalization to Promote the Development of New Quality Productive Forces

三、教育数字化促进新质生产力发展的路径探析

Digital transformation plays an important role in the formation and development of new quality productive forces. However, current asymmetries still exist in the allocation of digital institutions, resources, and capabilities, leading to bottlenecks such as insufficient incentives for the new economy, lagging science and technology management systems, lagging models for cultivating digital talent, and a disconnect between the current supply of digital services and actual demand. Under the process of comprehensively advancing Chinese-path modernization, promoting the development of new quality productive forces requires adhering to a systems perspective, establishing a grand education concept of education–science and technology–talent integration, and holistically advancing the synergistic development and systemic integration of these three elements. On this basis, to leverage the function of educational digitalization, it is necessary to continuously promote the innovative development of digital technology, improve the service level of digital education, create synergistic formats for digital education, enhance the educational effectiveness of digital education, and strengthen the top-level design of digital education, in order to better support the development of new quality productive forces.

数字化转型在新质生产力形成和发展中扮演着重要角色，但当前的数字制度、资源、能力配置等仍存在不对称，致使对新经济的激励不足、科技管理制度滞后、数字人才培育模式滞后、现行数字服务供给情况与现实需求脱节等瓶颈。全面推进中国式现代化进程下，促进新质生产力发展需要坚持系统观念，树立教育—科技—人才一体化的大教育观，整体推进三者间的协同发展与系统集成。在此基础上，发挥教育数字化功能，需持续推进数字技术的创新发展、提高数字教育的服务水平、打造数字教育的协同业态、增强数字教育的育人功效、加强数字教育的顶层设计，以更好地支持新质生产力发展。

1. Promote the innovative development of digital technology and consolidate the foundation for the development of new quality productive forces

1.推进数字技术创新发展，夯实新质生产力发展基础

The emergence of new quality productive forces takes the new round of technological revolution as its technological foundation. Cultivating and developing new quality productive forces is inseparable from high-quality development in education and disruptive breakthroughs in technology. The promotion of new quality productive forces by educational digitalization is influenced by the integrated development of digital technology and education. Only by continuously advancing the innovation and development of digital technology and converging the latest digital technologies can the requirements for the development of new quality productive forces in the intelligent era be met. Currently, although the development of educational informatization in China has entered a new stage, constrained by the objective reality of the level of technological development and the unresolved difficult problems within education, China's educational digitalization is still in its initial stage. With the development of generative artificial intelligence, technological bottlenecks still exist in the development of artificial intelligence. The unclear operational laws and mechanisms between the education system and its core elements hinder the integration of education and technology. Existing digital technologies have not yet fully supported educational reform and development, calling for the transformation and innovation of emerging technologies. Furthermore, the development of educational digitalization is also affected by factors such as the weak digital awareness of individuals and the inability of teachers and students to adapt to the vast array of technological products and information technology choices, which to a certain extent also constrains the functional role of educational digitalization in promoting the development of new quality productive forces.

新质生产力的产生以新一轮技术革命为技术基础，培育和发展新质生产力离不开教育高质量发展与技术颠覆性突破。教育数字化促进新质生产力发展受到数字技术与教育融合发展的影响，只有不断推进数字技术的发展创新，汇聚最新的数字技术，才能满足智能时代下新质生产力发展的要求。当前，虽然我国教育信息化发展已迈进全新的发展阶段，但我国教育数字化受制于技术发展水平的客观现状与教育中未能突破的疑难问题的影响，仍处于起步阶段。在生成式人工智能的发展下，人工智能发展仍然存在技术瓶颈，教育系统及其核心元素间的运行规律与机理不清晰致使教育与技术间的融合受阻。已有的数字技术并未能完全支撑教育变革与发展，这呼唤着新兴技术的变革与创新。此外，教育数字化发展还受到个体数字化意识薄弱、师生未能适从海量技术产品和信息技术选择等因素的影响，也在一定程度上制约了教育数字化促进新质生产力发展的功能发挥。

General Secretary Xi Jinping emphasized: “Scientific and technological innovation can give rise to new industries, new models, and new drivers of growth; it is the core element in developing new quality productive forces.” As the core element in the development of new quality productive forces, scientific and technological innovation can drive industrial transformation and unleash innovative momentum. This requires us to adhere to the innovation-driven development strategy, intensify scientific and technological innovation, continuously advance the sustained development of digital technology, and seek breakthroughs in key core technologies. On the one hand, we must provide conditional support for the innovative development of digital technology. Technological innovation and development are a long-term, systematic, and complex project that requires certain human, material, and financial resources as support. First, provide funding support for breakthroughs in key technologies and digital technology development. The state should provide funding support and financial rewards for personnel dedicated to scientific and technological innovation, adopt incentive measures for those who make outstanding contributions, stimulate the motivation and enthusiasm of scientific researchers, and support more scientific and technical personnel to actively engage in research and development. Second, higher education institutions should form a high-level, specialized research team to provide human support for scientific and technological innovation. As the main body of scientific and technological innovation, higher education institutions bring together many high-quality scientific research and development personnel. To promote scientific and technological innovation, professionals from different fields can be brought together through screening and evaluation to form a high-level, high-quality research team, thereby strengthening the research force for scientific and technological innovation. Third, specialized digital technology research programs can be established to provide carrier support for scientific and technological innovation. Higher education institutions must have a forward-looking awareness, dynamically adjust their disciplinary and program offerings, and plan to establish disciplines and programs that adapt to the development of new technologies and new industries. On the other hand, we must construct an evaluation system for digital technology development and the digital transformation of education. Because the digitization processes of education vary across countries, the digital divide is complex, and the development of educational digitization is influenced by various factors, we can draw on the experience of other countries to formulate an indicator system for evaluating educational digitization. This indicator system for evaluating educational digitization can not only provide a theoretical basis for assessing the level of educational digitization and enhance the objectivity and accuracy of the actual effectiveness of educational digitization development, but it can also provide evidence-based support for decision-makers, enabling them to adopt precise measures and promote the transformation of educational digitization in a targeted manner.

习近平总书记强调：“科技创新能够催生新产业、新模式、新动能，是发展新质生产力的核心要素。”作为新质生产力发展的核心要素，科技创新能够推动产业变革、释放创新动能。这要求我们要坚持创新驱动发展战略，加大科技创新力度，不断推进数字技术的持续发展，寻求关键核心技术的突破。一方面，要为数字技术创新发展提供条件支持。技术创新与发展是一项长期性、系统性、复杂性的工程，需要一定的人力、物力、财力作为支撑。一是为关键技术与数字技术发展突破提供经费支持。国家要为致力于科技创新的人员提供经费支持与资金奖励，向做出突出贡献的人员采取奖励性措施，激发科技研究人员的动机与热情，支持更多的科技人员积极投身于研发中。二是高校要组建一支高水平、专业化的研究队伍，为科技创新提供人力支持。高校作为科技创新的主体，汇集了众多优质的科技研发人员，为推动科技创新，可通过筛选与评估，将不同领域的专业人员汇集，组建一支高水平、高质量的研究队伍，增强科技创新的研究力量。三是可设置数字技术研究专业，为科技创新提供载体支持。高等院校要具有前瞻意识，动态调整院校的学科专业设置，布局创设适应新技术、新产业发展的学科专业。另一方面，要构建数字技术发展与教育数字化转型的评价体系。由于各国教育数字化进程不一，数字鸿沟复杂化，教育数字化发展受到各种因素的影响，因此，可借鉴其他国家的经验，制定教育数字化测评指标体系。教育数字化测评指标体系不仅能为评估教育数字化水平提供理论依据，增进教育数字化发展实效的客观性、准确性，也能够为决策者提供循证支持，采取精准措施，有针对性地推进教育数字化的转型。

2. Raise the level of digital education services to meet the development needs of new quality productive forces

2.提高数字教育服务水平，适应新质生产力发展需求

The level of digital education services is an important factor affecting how educational digitization promotes the development of new quality productive forces. A social system is composed of multiple elements, and these elements are interconnected and mutually reinforcing. Economy, politics, culture, and education are not isolated or separated from one another. In advancing the digital transformation of education, it is necessary to fully leverage the effectiveness of digital education in serving the economy, culture, and politics of society, accelerate the role of digital education in serving social and economic growth, scientific and technological innovation, and cultural innovation, and achieve the smooth flow and efficient allocation of high-quality factors of production, thereby promoting the development of new quality productive forces. However, the current direction of technological progress is largely determined by the social interests that spontaneously emerge from the coercive reproduction of social life, and people have not reflected on the direction of technological progress itself. Furthermore, constrained by the unclear internal mechanisms between the education system and digital technology, and the internal contradiction that there are many digital technologies and digital products but few are applied in actual life, the effectiveness of educational digitization in promoting the development of new quality productive forces is affected.

数字教育服务水平是影响教育数字化推动新质生产力发展的重要因素。社会系统由多个要素构成，其中各要素间相互联系与促进。经济、政治、文化、教育之间不是相互割裂与分离的。在推进教育数字化转型下，要充分发挥数字教育服务社会经济、文化、政治的效能，加快数字教育服务于社会经济增长、科学技术创新、文化创新等，实现优质生产要素的顺畅流通与高效配置，以促进新质生产力的发展。然而，当前技术进步的方向在很大程度上是由那些从社会生活的强制性再生产中自发产生出来的社会利益决定的，人们对技术进步的方向本身并没有加以反思。此外，受制于教育系统与数字技术间的内在机理不明，数字技术和数字产品众多而被运用于实际生活却很少的内在矛盾，影响着教育数字化推动新质生产力发展的效能。

First, we must strengthen in-depth research on digital education theory and explore the laws of teaching and learning under digital education. Modern technology, as a highly specialized and complex system, is a closed field with its own laws; only when people are willing to submit to its inherent laws will it produce the expected results. The deep integration of digital technology and education involves both theoretical research and practical application. At the same time, theoretical research on digital education influences the application of digital technology in the field of education. Therefore, in response to the current internal contradiction that there are many digital technologies but few that can be applied to guide school education practice, it is urgent to clarify the mechanisms and operational logic between the education system and digital technology, so as to better promote “digital technology + education” and leverage digital education to precisely empower the development of new quality productive forces.

一是要加强数字教育理论的深入研究，探索数字教育下教与学的发生规律。现代技术作为高度专门化的复杂系统是有着自己规律的封闭领域，只有人们愿意服从它本身固有的规律时，它才会产生预期的结果。数字技术与教育的深度融合既涉及理论研究，也指向实践应用，同时数字教育的理论研究影响着数字技术在教育领域中的应用。因此，针对当前数字技术很多，但能够被运用于指导学校教育实践的很少的内在矛盾，亟须明晰教育系统与数字技术间的作用机制与运行机理，以更好地促进“数字技术+教育”，发挥数字教育精准赋能新质生产力发展。

Second, we must use pilot projects to create model digital education schools, thereby raising the overall service level of digital education. Due to the concealment of digital technology and the complexity of the subject’s cognitive process, it remains unclear what effect digital technology currently has in education, and it is difficult for subjects to effectively grasp the effectiveness of digital education services in schooling. Therefore, eligible schools can be selected to carry out pilot experiments. By using intelligent technology to capture and observe brainwaves, facial expressions, and learning behavior performance, we can evaluate and test whether a specific digital technology can effectively promote learner development, assessing the appropriateness and effectiveness of the digital technology.

二是要以点概面，打造数字教育示范校以提升数字教育的整体服务水平。由于数字技术的隐秘性以及主体认知过程的复杂性，当前对于数字技术在教育中发挥的功效如何，仍然较为模糊，主体难以有效掌握数字教育服务学校教育的有效性。因此，可选取符合条件的学校开展试点实验，通过智能技术对脑电、面部表情、学习行为表现的捕捉与观测，对某项具体数字技术是否能有效促进学习者发展进行测评与检测，评估数字技术的适切性与效能。

Third, based on user experience, we must create appropriate digital education products to meet the development needs of new quality productive forces. With the development of digital technology, some enterprises have overdeveloped digital education products for profit, and a variety of digital education products circulate on the market, such as educational robots, intelligent learning machines, and intelligent learning companions. However, most of the digital platforms currently used by people serve the purpose of promoting commercial development, which means these digital platforms contain biases and misleading information, hindering their ability to better empower people and build connections. Therefore, we must take user needs as the guide, conduct extensive empirical research to comprehensively grasp the market’s demand for digital education products, and design digital education products that are flexible and convenient, moderate in cost, and effective in results.

三是基于用户体验打造适切的数字教育产品，以满足新质生产力的发展需求。随着数字技术的发展，一些企业为了谋取利益对数字教育产品进行过度开发，市场上流通着各式各样的数字教育产品，如教育机器人、智能学习机、智能学伴等。然而，当前人们使用的数字平台大多服务于推动商业发展这一目的，使得这些数字平台存在偏见和误导信息，阻碍了其更好地为人们赋能与建立联结。因此，要以用户需求为导向，通过大量实证调研，全面掌握市场主体对数字教育产品的需求，设计出灵活便捷、成本适中、效果显著的数字教育产品。

3. Enhance the educational effectiveness of digital education, and accumulate strength for the development of new quality productive forces

3.增强数字教育育人功效，积蓄新质生产力发展力量

New quality productive forces are led by innovation and emphasize scientific and technological innovation, and scientific and technological innovation cannot be separated from the support of talent; the development of new quality productive forces relies on innovative talent. People are the most active and decisive factor in the development of new quality productive forces, and high-quality laborers are one of the constituent elements of new quality productive forces. General Secretary Xi Jinping emphasized: “According to the new trends in scientific and technological development, we must optimize the disciplinary setup and talent cultivation models in higher education institutions, in order to cultivate urgently needed talent for developing new quality productive forces and promoting high-quality development.” High-quality, high-level talent is the main force and key element driving the development of new quality productive forces. The development of new quality productive forces requires individuals to master the technologies and skills needed for the digital era. The development of digital technology continuously permeates the educational and teaching activities of subjects, affecting learners’ subject interaction and learning scenarios, and thereby concerning individuals’ cognitive and skill development, pointing to the quality of talent cultivation. Therefore, we must continuously promote the digital transformation of education, transform the educational ecosystem, and enhance the effectiveness of talent cultivation.

新质生产力以创新为主导，强调科技创新，而科技创新离不开人才的支持，新质生产力发展依靠创新人才。人在新质生产力的发展中是最活跃、最具决定性的因素，高素质的劳动者是新质生产力的组成要素之一。习近平总书记强调：“要根据科技发展新趋势，优化高等学校学科设置、人才培养模式，为发展新质生产力、推动高质量发展培养急需人才。”高素质、高水平的人才是推动新质生产力发展的主体力量与关键要素，新质生产力发展要求个体掌握适应数字时代所需的技术与技能。数字技术发展不断渗透到主体的教育教学活动中，影响着学习者的主体交互与学习场景，进而关涉个体的认知与技能发展，指向人才培养的质量。因此，要不断推动教育数字化转型，变革教育生态，提升人才培养实效。

First, we must fully leverage the advantages of digital technology to enhance the educational effectiveness of teaching and learning. Teachers should make full use of digital technology to create multi-scenario integrated spaces, providing immersive, multi-sensory experiences, while simultaneously employing intelligent sensing technology to detect and grasp learners’ cognitive processes and behavioral performance, thereby promoting more scientific and precise teaching decisions. Furthermore, as digital technology continues to develop and the total volume of information grows ever larger, digital education must transcend the mere transmission and inheritance of knowledge, instead shifting toward acting through knowledge to foster the growth of individual capabilities and to promote learners’ deep learning and higher-order thinking. Second, we must focus on the digital literacy of the subjects, improving their digital literacy through digital literacy assessment. The enhancement of teachers’ and students’ digital literacy and skills is key to realizing the digital transformation of education. However, at present, there are still practical difficulties in cultivating digital literacy and skills among Chinese teachers and students, such as the need to strengthen the dissemination of the concept of digitally transforming education within schools and the need to improve the mechanisms for cultivating digital literacy and skills among teachers and students in schools. Therefore, to advance the digital transformation of education, we can draw on new technologies represented by artificial intelligence, blockchain, and big data to construct a model for assessing the digital literacy of subjects, accurately diagnosing and grasping their level of digital literacy, so as to better enhance it. Third, we must prevent the obscuring and alienation of human development by digital technology, ensuring that digital technology promotes individual development. The organic integration of technological power and education possesses the dual attributes of technology and education. Technology not only brings physical side effects but also produces emotional and spiritual impacts. Digital technology is a double-edged sword; while it provides new momentum for education and teaching, it also easily breeds new inequalities in education, bringing problems such as the shallowing of individual thought and the leakage of personal privacy. Therefore, subjects must cultivate a sense of precaution, rationally choose and utilize digital technology to assist learning, guard against falling into mental inertia, and strengthen the norms for using digital technology through multiple channels, so as to maximize the educational efficacy of digital technology.

一是要充分发挥数字技术的优势，提升教育教学的育人成效。教师要充分利用数字技术打造多场景融合空间，提供沉浸式、多感官体验，同时借助智能感知技术检测与掌握学习者的认知过程与行为表现，促进教学决策的科学化与精准化。此外，在数字技术日趋发展下，随着信息总和不断庞大，数字教育要超越单纯地传播与传承知识，进而转向通过知识作用于个体能力的增长以及促进学习者深度学习与高阶思维发展。二是聚焦主体数字素养，通过数字素养测评提高主体的数字素养。师生数字素养与技能提升是实现教育数字化转型的关键，然而当前我国师生在数字素养与技能养成方面还存在着数字化变革教育的理念在学校传播有待加强、师生数字素养与技能在学校的养成机制有待完善等现实困境。因此，为了推进教育数字化转型，可借助以人工智能、区块链、大数据为代表的新技术，构建主体数字素养测评模型，精准诊断与掌握主体的数字素养水平，以更好地提升主体数字素养。三是预防数字技术对人发展的遮蔽与异化，保障数字技术促进个体发展。技术力量与教育的有机融合具有技术与教育的二重属性。技术不仅会带来物理上的副作用，同样还会产生感情和精神上的影响。数字技术是一把双刃剑，它在为教育教学提供新动能的同时，也容易滋生出教育的新的不公平，带来个体思维浅层化以及个体隐私泄露等问题。因此，主体要树立防范意识，合理选择与利用数字技术辅以学习，防止陷入思维惰性中，并通过多种途径加强数字技术的使用规范，以发挥数字技术育人的最大功效。

4. Creating a Collaborative Ecosystem for Digital Education, Seeking Breakthroughs in the Development of New Quality Productive Forces. The proposal of new quality productive forces is gestated in the complex and comprehensive era environment of China’s new round of technological revolution, transformation of the economic development model, and industrial change; its connotations are rich and its implications profound. The development of new quality productive forces requires industry as a carrier and demands the iterative development of multiple types of industries. Cultivating and developing new quality productive forces must adhere to taking independent innovation as the “new engine” for economic development, intelligent digitalization as the “new medium” for economic development, and emerging industries and future industries as the “new front.” Therefore, promoting the development of new quality productive forces through educational digitalization must not only focus on the development of educational digitalization itself but also strengthen the synergy between digital education and other social industries, breaking down the barriers to the development of new quality productive forces. Promoting the development of new quality productive forces requires, on the basis of unleashing the power of digitalization and education, continuously enhancing the integrated development of digital education and other industrial systems, advancing the flow of production factors, and constructing a new development pattern. Advancing the development of new quality productive forces must revolve around accelerating the construction of a unified national market, assisting the rational flow and efficient agglomeration of various production factors, amplifying respective comparative advantages and developing through joint efforts, constructing a modern industrial system tailored to local conditions, strengthening integration with other major development strategies, and better integrating into and supporting the new development pattern.

4.打造数字教育协同业态，寻求新质生产力发展突破 新质生产力的提出孕育于我国新一轮科技革命、经济发展方式转型、产业变革等复杂性与综合性的时代环境中，其内涵丰富、意蕴深厚。新质生产力发展需要以产业为载体，要求多种类型产业的迭代发展。培育和发展新质生产力要坚持以自主创新为经济发展的“新引擎”，以智能数字为经济发展的“新介质”，以新兴产业和未来产业为“新阵地”。因此，以教育数字化推动新质生产力发展不仅要着眼于教育数字化自身的发展，还要加强数字教育与其他社会产业的协同，打通新质生产力发展的壁垒。促进新质生产力发展需要在发挥数字化与教育力量的基础上，不断增强数字教育与其他产业体系的融合发展，推进生产要素之间流动，构建新的发展格局。推进新质生产力发展要围绕加快建设全国统一大市场，助力各类生产要素合理流动和高效集聚，放大各自比较优势、合力发展，因地制宜地构建现代化产业体系，加强与其他重大发展战略的衔接，更好地融入和支持新发展格局。

On the one hand, we must accelerate the promotion of collaborative development among industry, academia, and research, constructing a new ecosystem for industry-academia-research collaboration. The development of new quality productive forces is grounded in scientific and technological innovation, and it also requires the transformation of science and technology into scientific and technological achievements, thereby realizing the conversion of scientific and technological achievements into productive forces. At present, China’s industrial sector is constrained by key technologies, and there are still shortcomings in technological innovation that restrict its high-quality development. Industry-academia-research collaboration emphasizes the cooperative interaction among research, education, and production; it can promote integration among industry, academia, and research institutions, jointly dedicating efforts to core technology research and the transformation of technological achievements, thereby promoting the development of new quality productive forces. Therefore, it is necessary to connect different specialties and disciplines, comprehensively advance the deep integration of industry, academia, and research, strengthen deep cooperation between research universities and scientific research institutions and enterprises, and promote the coupling and connection among the education chain, talent chain, industry chain, and innovation chain.

一方面，要加快促进产学研协同发展，构建产学研新业态。新质生产力的发展立足于科技创新，同时也需将科学技术转化为科技成果，进而实现科技成果向生产力的转化。当前，我国产业领域受制于关键性技术的制约，仍然存在着技术创新短板，制约其高质量发展。产学研合作强调科研、教育、生产间的协作互动，能够促进产业界、学术界和研究机构间的融合，共同致力于核心技术研究与技术成果转化，进而促进新质生产力的发展。因此，要联结不同专业与学科，全面推进产学研深入融合，加强研究型大学同科研机构、企业开展深度合作，促进教育链、人才链、产业链和创新链间的耦合与衔接。

On the other hand, we must advance the deep integration of digital technology with education, promoting the upgrading and development of traditional industries. Under the severe challenges brought about by intensified international competition, the climate and environmental crisis, and the rapid evolution of generative artificial intelligence, it is necessary to fully unleash the power of the digital revolution. Countries around the world and many international organizations have already taken the digital transformation of education as an important pathway and measure to address crises and challenges. New quality productive forces take new technologies, new economies, and new business forms as their main connotations, and new business forms need to be based on traditional industries, leveraging the driving and promoting role between industries. In the process of advancing the digital transformation of education, we must “uphold the principles of strengthening advantages, scientific development, pioneering and enterprising, and strategic avoidance,” thereby continuously improving digital infrastructure, constructing diverse digital platforms, creating emerging digital education business forms, and driving the digital upgrading of traditional industries and the industrialization development of digital technology.

另一方面，要推进数字技术与教育的深度融合，促进传统产业升级与发展。在国际竞争加剧、气候环境危机与生成式人工智能快速演进带来的严峻挑战下，需要充分发挥数字革命的力量，世界各国以及众多国际组织已经将教育数字化转型作为应对危机挑战的重要途径和举措。新质生产力以新技术、新经济、新业态为主要内涵，而新业态需要立足于传统产业，发挥产业间的带动促进作用。在推进教育数字化转型的过程中“秉持强化优势、科学发展、开拓进取、战略规避的原则”，进而不断完善数字基础设施，构建多元数字平台，打造新兴的数字教育业态，带动传统产业的数字化升级和数字技术的产业化发展。

5. Strengthening the Top-Level Design of Digital Education, Providing Guarantees for the Development of New Quality Productive Forces. The promotion of the development of new quality productive forces through educational digitalization is forward-looking and strategic, requiring a scientific analysis of the relationships between the various elements of educational digitalization and new quality productive forces, and strengthening top-level design to guide its practical implementation. Amid the increasingly rapid iteration and development of digital technology and the growing complexity of international competition trends, promoting the digital transformation of education requires continuously improving the digital education institutional system, providing institutional guarantees for promoting the development of new quality productive forces. The promotion of the development of new quality productive forces through educational digitalization is based on the continuous improvement and development of educational digitalization itself, which involves the integration of educational digitalization and new quality productive forces. In recent years, China has issued relevant policy documents that play an important role in guiding and regulating the development of new quality productive forces, such as the *Data Security Law of the People’s Republic of China* and the *New Generation Artificial Intelligence Development Plan*. However, the current construction and improvement of the institutional environment do not match the development and needs of scientific and technological innovation; the supporting role of the institutional environment for scientific and technological innovation has not been fully manifested. Therefore, the development of new quality productive forces calls for the emergence of a corresponding institutional environment. Furthermore, as a systematic project, the digital transformation of education involves the development of the entire process, all elements, and all fields of education. However, China’s digital transformation of education is still in its initial stage, and the relevant legal and institutional systems concerning educational digitalization still need improvement, requiring systematic thinking and top-level design.

5.加强数字教育顶层设计，为新质生产力发展提供保障 教育数字化推动新质生产力发展具有前瞻性与战略性，需要科学分析教育数字化与新质生产力各要素间的关系，加强顶层设计指引其开展实践。在数字技术日益更迭发展、国际竞争趋势日益复杂的情况下，促进教育数字化转型要不断完善数字教育制度体系，为推动新质生产力发展提供制度保障。教育数字化推动新质生产力发展以教育数字化自身的不断完善与发展为基础，这涉及教育数字化与新质生产力间的融合。近年来，我国已经颁发了相关的政策文件，在引导与规范新质生产力发展中发挥着重要作用，如《中华人民共和国数据安全法》《新一代人工智能发展规划》等。但当前的制度环境建设和完善与科技创新的发展和需求不匹配，制度环境对科技创新的支持作用未能得以充分体现，因此，新质生产力发展呼唤相应的制度环境出场。此外，教育数字化转型作为一项系统性工程，涉及教育全流程、全要素、全领域发展,但我国教育数字化转型仍然处于初级阶段，有关教育数字化的相关法律制度体系仍需完善，需要对其进行系统思考与顶层设计。

First, we must formulate a strategic action plan for educational digitalization, clarifying the main tasks and objectives for different stages. Advancing educational digitalization is a systematic, long-term project. The sustained progress of educational digitalization urgently requires the formulation of corresponding action plans to clarify the leading tasks for promoting educational digitalization in different periods. At the same time, it is necessary to coordinate and advance the common vision and specific plans for the construction of educational digital transformation, providing direction guidance for subjects to advance the digital transformation of education. Specifically, we must base ourselves on the infrastructure within schools, digital educational resources, information technology human resources, and information technology organizational management resources, understand the national policies related to promoting educational informatization, and form a sustainable development plan with sufficient momentum, clear demands, and feasibility. We must construct a target system that is implementable, operable, and measurable. Second, we must strengthen the collaboration system among different subjects. The application and transformation of scientific research achievements in educational digitalization involve multiple subjects, and the digital transformation of education also involves different subjects. It is necessary to break down the barriers between different interest subjects and improve the coordination and docking mechanisms among different subjects. Third, we must improve the ethical privacy protection system. With the development of digital technology, applying digital technology to education and teaching has given rise to a series of ethical issues. Therefore, it is necessary to strengthen the development norms of educational digitalization, prevent data security risks, and construct and improve the campus access system for data security risk prevention and intelligent technology products.

一是要制定教育数字化战略行动方案，明确不同阶段的主要任务与目标。推进教育数字化是一项系统性、长期性的工程，教育数字化发展的持续推进亟需制定相应行动方案，以明确不同时期推进教育数字化的主导任务。同时，要统筹推进教育数字化转型建设的共同愿景和具体规划，为主体推进教育数字化转型提供方向指引。具体而言，要立足于学校内部的基础设施、数字化教育资源、信息化人力资源、信息化组织管理资源等，了解国家关于推进教育信息化的相关政策，形成动力充足、需求明确、可持续的发展规划。构建可实施、可操作、可衡量的目标体系。二是要加强不同主体间的协作制度。教育数字化科研成果的应用转化涉及多元主体，教育数字化转型也涉及不同的主体，需要打破不同利益主体间的壁垒，完善不同主体间的协同对接机制。三是要完善伦理的隐私保护制度。随着数字技术的发展，将数字技术运用到教育教学中滋生了系列伦理问题。因此，要加强教育数字化的发展规范，预防数据安全风险，构建与完善数据安全风险防范和智能技术产品的校园准入制度。

IV. Conclusion

四、结论

Against the backdrop of the integrated development of intelligent technology and educational innovation, exploring how educational digitalization promotes the development of new quality productive forces has practical significance for advancing Chinese-path modernization and realizing the great rejuvenation of the Chinese nation. With the advancement of digital transformation, a new generation of information technologies such as big data, artificial intelligence, and blockchain have injected powerful momentum into educational development. And new quality productive forces, as the development of the Marxist theory of productive forces in the digital age, have also been deeply imprinted with the mark of digital technology. The high-quality laborers, high-tech means of labor, and broader objects of labor encompassed by new quality productive forces are all products of the digital age. The rapid development of digital-intelligent technology promotes the deep integration of the talent chain, education chain, industrial chain, and innovation chain, realizing the trinity of integrated development of "education, science and technology, and talent," becoming an important driving force for accelerating the formation of new quality education and developing new quality productive forces. Educational digitalization promotes the development of new quality productive forces by taking the cultivation of new quality talent as its focal point, and through promoting the iteration of emerging technologies, advancing the cultivation of top-tier talent, creating a digital environment, and giving rise to digital education industry clusters, it provides technological, talent, environmental, and industrial support for the development of new quality productive forces.

在智能技术与教育教学创新融合的背景下，探析教育数字化促进新质生产力发展具有推进中国式现代化和实现中华民族伟大复兴的现实意义。随着数字化转型的推进，大数据、人工智能、区块链等新一代信息技术为教育发展注入了强大动力。而新质生产力作为马克思主义生产力理论在数字时代的发展，也被深深地印上数字技术的烙印。新质生产力涵括的高素质劳动者、高技术含量的劳动资料和更广泛的劳动对象都是数字时代的产物。数智技术快速发展促进人才链、教育链、产业链、创新链深度融合，实现“教育、科技、人才”三位一体化发展，成为加快形成新质教育、发展新质生产力的重要推手。教育数字化促进新质生产力发展以培养新质人才为着力点，通过促进新兴技术更迭，推进尖端人才培养,营造数字化环境,催生数字教育产业集群，为新质生产力发展提供技术、人才、环境和产业支撑。

However, influenced by factors such as the level of digital technology development, the level of digital education services, and the educational effectiveness of digital education, current educational digitalization, in the process of promoting new quality productive forces, finds it difficult to leverage its own advantages to promote the cultivation of "new-type" laborers, the expansion of "new-form" objects of labor, and the efficient production of "new-quality" means of production. Against the backdrop of accelerating the development of new quality productive forces and comprehensively advancing the digital transformation of education, it is necessary both to base efforts on breakthroughs in digital technology itself, striving to promote the innovative development of digital technology to provide technological guarantees for adapting to the development of new quality productive forces, and to focus on improving the level of digital education services, enhancing the educational effectiveness of digital education, creating a collaborative ecosystem for digital education, and strengthening the top-level design of digital education, in order to promote the development of new quality productive forces.

然而，受到数字技术发展水平、数字教育服务水平、数字教育育人功效等因素的影响，当前教育数字化在推动新质生产力过程中难以发挥自身优势以促进 “新型”劳动者培养、“新形态”劳动对象拓展及 “新质料”生产资料高效生产。在加快发展新质生产力和全面推进教育数字化转型背景下，既要立足于突破数字技术本身，着力推进数字技术创新发展，为适应新质生产力发展提供技术保障，也要聚焦于提高数字教育服务水平、增强数字教育育人功效、打造数字教育协同业态和加强数字教育顶层设计，以促进新质生产力的发展。

(About the authors: Wang Tianping, Deputy Director of the Basic Education Research Center, Southwest University, Professor and Doctoral Supervisor in the Faculty of Education, Southwest University; Pan Qinqing, Master's student in the Faculty of Education, Southwest University)

（作者简介：王天平，西南大学基础教育研究中心副主任，西南大学教育学部教授、博士生导师;潘勤情，西南大学教育学部硕士研究生）

(Fund: National Social Science Fund of China General Project in Education Science, "Research on the Identification Measurement and Optimization Pathways of Digital Textbooks for Primary and Secondary School Teachers" (BHA240092))

（基金： 国家社会科学基金教育学一般项目“中小学教师的数字教科书认同测度及优化路径研究”(BHA240092)）

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