服务数字乡村战略：新型职业农民“数字素养 + 学历”双提升机制研究

Serving the Digital Rural Strategy: Research on the Dual Improvement Mechanism of “Digital Literacy and Academic Qualifications” for New-Type Professional Farmers

摘要: 在数字乡村战略全面推进的时代背景下，新型职业农民作为乡村振兴的核心主体力量，其“数字素养匮乏”与“学历层次偏低”的双重短板已成为制约农业现代化发展与乡村人才振兴的关键瓶颈。本文系统剖析当前新型职业农民培育体系中“数字素养培训碎片化”与“学历教育内容脱农化”并存的“双轨困境”，其深层根源在于管理体制条块分割、课程体系逻辑冲突、认证机制衔接不畅以及产教融合深度不足。为破解这一难题，本文在系统梳理职业教育与普通教育衔接、学习成果认证转换及成人学习理论的基础上，构建了以“政策–市场–个人”三重动力为牵引，以“目标整合、课程融合、学分互通”三维整合为核心，以“组织协同、资源共建、评价改革”三重保障为支撑的“双提升”系统性机制模型。该机制通过打通非学历培训与学历教育的制度壁垒，实现新型职业农民能力提升与资质认证的同步增值。本文进一步通过具体课程模块设计与学分互认流程模拟，增强了机制的可操作性，并讨论了机制推广面临的区域差异、学分套利等潜在挑战，为服务数字乡村战略提供更具理论深度与现实指导意义的框架。

Abstract: Against the backdrop of the comprehensive advancement of the Digital Rural Strategy, new-type professional farmers, as the core force driving rural revitalization, face the dual shortcomings of “insufficient digital literacy” and “low academic qualifications”, which have become key bottlenecks restricting the development of agricultural modernization and the development of rural talent. This study systematically analyzes the “dual-track dilemma” in the current training system for new-type professional farmers, characterized by the coexistence of “fragmented digital literacy training” and “agriculturally disconnected academic education”. The underlying causes lie in fragmented management systems, logical conflicts in curriculum frameworks, inadequate connection of certification mechanisms, and insufficient depth of industry-education integration. To address this challenge, based on a systematic review of theories related to the articulation between vocational and general education, recognition and conversion of learning outcomes, and adult learning, this paper constructs a systematic “dual improvement” mechanism model. The model is driven by threefold motivation (“policy-market-individual”), centered on three-dimensional integration (“goal alignment, curriculum integration, credit transferability”), and supported by threefold guarantees (“organizational collaboration, resource co-construction, evaluation reform”). By breaking down institutional barriers between non-academic training and academic education, this mechanism achieves the synchronous value-added of capability enhancement and qualification certification for new-type professional farmers. Furthermore, through the design of specific curriculum modules and simulation of credit recognition processes, the study enhances the operability of the mechanism and discusses potential challenges in its promotion, such as regional disparities and credit arbitrage. This research provides a theoretically in-depth and practically guiding framework for serving the Digital Rural Strategy.