县域场域中中小学数字教育失衡的生成机制与治理路径——以山东省Y县为例

The Formation Mechanism and Governance Path of Imbalanced Digital Education in Primary and Secondary Schools within County Territorial Context—A Case Study of County Y, Shandong Province

摘要: 数字化教学已经成为推动教育现代化，促进教育公平的核心战略，然而，在县域场景中，数字化教育一方面实现了既定教育功能，但同时也催生了明显的数字教育失衡问题。Y县作为典型山区县城，包含除了县城中学外的其他乡镇学校，不同层级学校间设备差距，师生素质，家庭情况存在极大差异，由此滋生了数字教育失衡问题，该问题的形成不仅包括主体性因素，也包含政策带来的结构性原因。本文聚焦Y县实际情况，针对此问题，从宏观政策和微观主体方面提出可操作建议。

Abstract: Digital teaching has become a core strategy to advance educational modernization and promote educational equity. Nevertheless, the development of digital education within county territorial contexts has given rise to prominent digital imbalance while fulfilling educational functions. As a typical mountainous county, County Y encompasses urban middle schools as well as schools distributed across its townships. There exist stark disparities in digital equipment, teachers’ and students’ literacy, and family digital conditions among schools of different administrative tiers, which collectively breed digital imbalance. Such imbalance originates from two layers of driving forces: structural factors derived from policies and individual subjective factors. Centering on the practical conditions of County Y, this paper puts forward operable suggestions covering macro policies and micro individual dimensions to address the above-mentioned issue.