【作 者】：
高文心， 田爱丽
【关 键 词 】：
教育数字化转型； 教师诉求； 现实阻力； 数字公正
【栏 目】：
教育数字化
【中文摘要】：
当前城乡教育发展仍存在明显差距，新时代教育数字化转型需重视“数字公正”的价值主张，为实现教育公平提供有力路径。研究从底层表达视角出发，对我国东部、西部远郊和乡镇学校的80位教师进行阶梯式调查，以明确基层薄弱学校教师在数字化改革中的利益诉求。通过对原始资料进行质性的编码分析，得到了诉求表达和阻力表达两个核心范畴。其中，围绕备课、教学、评价的基础性功能，关于虚拟学习、作业管理的进阶性功能、旨在提升行政工作效率的合理性功能和优化研修活动的必要性功能，是教师的实质需求。然而，资源供需错配和未配、教育与技术间的伦理冲突、地方制度模糊以及教师信念偏差等阻力，影响着转型成效。综合尚未满足的教师诉求与转型挑战，研究提出塑造科研推动的对话体系、形成法律约束的校企合作、开展证据主导的政策迭代、强化价值引领的政策执行等对策建议。
【英文摘要】：
At present, there is still an obvious gap in the development of urban and rural education, and the digital transformation of education in the new era needs to pay attention to the value proposition of "digital justice" and provide a powerful path to realize educational equity. From the perspective of grassroots expression, the study conducted a stepwise survey on 80 teachers from rural and township schools in eastern and western China to clarify the interests of teachers in weak schools in the digital reform. Through qualitative coding and analysis of the primary data, two core categories of demand expression and resistance expression are obtained. Among them, the basic functions of lesson preparation, teaching and evaluation, the progressive functions of virtual learning and homework management, the rational functions aiming at improving the efficiency of administrative work and the necessary functions of optimizing research and training activities are the essential demands of teachers. However, resistance such as mismatched and unmatched supply and demand of resources, ethical conflicts between education and technology, ambiguities of local institutions, and biased teachers' beliefs affect the effectiveness of the transformation. Based on the unmet demands of teachers and the challenges of transformation, this paper puts forward countermeasures such as shaping a research-driven dialogue system, forming legal school-enterprise cooperation, carrying out evidence-based policy iteration, and strengthening value-led policy implementation.