数字赋能乡村义务教育高质量发展的实践逻辑、现实约束与治理路径——以皖北W县回族乡为例

Digital Empowerment for High-Quality Development of Rural Compulsory Education: Practical Logic, Realistic Constraints, and Governance Pathways—A Case Study of a Hui Ethnic Township in W County, Northern Anhui Province

摘要: 推动民族地区乡村义务教育高质量发展是实现教育公平与文化传承的关键任务。以皖北W县回族乡为案例，系统剖析数字赋能乡村义务教育的实践逻辑、现实约束与治理路径。研究表明，数字技术通过资源重构、教学变革、能力提升、治理现代化四大逻辑赋能乡村教育，可有效破解资源不均、教学单一、主体薄弱、治理粗放等难题；但在实践中面临教师数字素养不足、硬件底座薄弱、平台本土适配性偏低、文化融合欠缺、多元治理机制缺失等多重约束，致使技术效能难以充分释放。据此，从强化政策协同引领、夯实数字基础设施、提升教师数字能力、推动民族文化嵌入、健全多元协同治理五个维度构建一体化治理路径，旨在为民族地区乡村义务教育数字化转型提供理论支撑与实践范式，助力实现教育优质均衡、民族文化传承与教育治理现代化的有机统一。

Abstract: Promoting the high-quality development of compulsory education in rural areas of ethnic regions is a key task in achieving educational equity and cultural inheritance. Taking Hui Ethnic Township in W County, northern Anhui Province as a case study, this paper systematically analyzes the practical logic, practical constraints, and governance path of digital empowerment of rural compulsory education. Research has shown that digital technology empowers rural education through four major logics: resource reconstruction, teaching reform, capacity enhancement, and modernization of governance. It can effectively solve problems such as uneven resources, single teaching, weak subject, and extensive governance; However, in practice, it faces multiple constraints such as insufficient digital literacy of teachers, weak hardware foundation, low local adaptability of platforms, lack of cultural integration, and absence of diverse governance mechanisms, which make it difficult to fully unleash technological efficiency. Based on this, an integrated governance path is constructed from five dimensions: strengthening policy coordination guidance, consolidating digital infrastructure, enhancing teachers’ digital capabilities, promoting the embedding of ethnic culture, and improving diversified collaborative governance. The aim is to provide theoretical support and practical paradigms for the digital transformation of compulsory education in rural areas of ethnic regions, and to help achieve the organic unity of high-quality and balanced education, ethnic cultural inheritance, and modernization of educational governance.