新质生产力视角下数智赋能高等教育的创新路径研究

Research on the Innovative Pathways of Empowering Higher Education with Digital Intelligence from the Perspective of New Quality Productivity

摘要: 在新质生产力加速发展的背景下，高等教育面临人才培养时滞性、能力供给单一性、产教融合表层化及评价体系滞后等挑战。数智技术为破解上述难题、推动高等教育创新提供了关键契机。本研究构建了数智赋能高等教育的创新路径框架，涵盖课程体系从静态大纲向动态知识生态系统的重构、教学模式向虚拟至现实交织的智慧学习空间革新、教师角色从知识传授者向学习生态“架构师”与“催化师”转型，以及“政–校–企–研”协同共治的治理生态构建。本研究采用理论思辨与系统框架构建的方法，以复杂性科学、生态系统理论与学习科学为理论基石，对高等教育数智化转型的内在逻辑进行推演。研究认为，数智赋能不仅是效率提升的工具，更是推动高等教育实现全要素、全流程、全方位变革的核心动力。未来需在差异化转型路径、学习科学融合、技术伦理治理及评价体系创新等方面持续深化。

Abstract: Against the backdrop of the accelerated development of new quality productivity, higher education is confronted with multiple challenges including time lag in talent cultivation, homogeneity of competence supply, superficial integration of industry and education, and backward evaluation systems. Digital-intelligent technologies provide critical opportunities for addressing the aforementioned challenges and driving innovation in higher education. This study constructs an innovative pathway framework for digital-intelligent empowerment of higher education, which covers: the reconstruction of curriculum systems from static syllabi to dynamic knowledge ecosystems; the innovation of teaching models towards virtual-reality integrated smart learning spaces; the transformation of teachers’ roles from knowledge transmitters to “architects” and “catalysts” of learning ecosystems; and the construction of a collaborative governance ecosystem involving government, universities, enterprises and research institutions. This study adopts the methods of theoretical speculation and systematic framework construction, takes complexity science, ecosystem theory and learning science as its theoretical foundation, and deduces the internal logic of the digital-intelligent transformation of higher education. The study argues that digital-intelligent empowerment is not merely a tool for efficiency improvement, but the core driving force that promotes the all-factor, whole-process and all-dimensional transformation of higher education. Future research should be further deepened in such dimensions as differentiated transformation pathways, integration of learning science, technical ethical governance, and innovation of evaluation systems.