马克思主义城乡关系理论视域下数字思政赋能乡村全面振兴研究

Research on Digital Ideological and Political Education Empowering the Comprehensive Rural Revitalization from the Perspective of Marxist Theory of Urban-Rural Relations

摘要: 数字思政赋能乡村全面振兴，既是思想政治教育数字化转型的应然要求，也是马克思主义城乡关系理论的当代运用。本文以该理论为分析框架，提炼城乡对立的生成与扬弃、旧的分工与人的解放、精神生产的独立性与从属性三个命题，并将其作为操作性分析工具。研究发现，数字思政在乡村呈现“赋能”与“固化”并存的效应：它能够整合优质资源、激活乡土文化、培育主体认同，却受制于基础设施与师资短板，更受制于精神生产资料的城市中心化配置以及技术理性对价值理性的僭越；数字鸿沟正由接入层面延伸至精神生产层面，其实质是乡村在精神生产分工中位置的落差。余村与国家中小学智慧教育平台的比较表明，内容生命力来自本地真实故事，而样本的可复制性依赖制度支撑。据此提出构建城乡一体化平台、激活乡土内容生产、创新共创育人场景、以制度规约技术异化四条路径，主张以城乡要素双向流动与精神生产平等为价值坐标，推动数字思政从“为乡村设计”走向“与乡村共创”。

Abstract: Digital ideological and political education empowering comprehensive rural revitalization represents both an inevitable requirement for the digital transformation of ideological and political education and a contemporary application of Marxist theory of urban-rural relations. Taking this theory as the analytical framework, this paper extracts three propositions: the emergence and sublation of urban-rural antagonism, the old division of labor and human emancipation, as well as the independence and subordination of spiritual production. These propositions are transformed from contextual narratives into operable analytical tools. The study finds that digital ideological and political education generates dual effects of “empowerment” and “solidification” in rural areas. While it can integrate high-quality resources, revitalize local rural culture and foster subject identity, its development is constrained by inadequate infrastructure and teachers. More importantly, it is restricted by the urban-centered allocation of means of spiritual production and the usurpation of value rationality by technical rationality. The digital divide has extended from the access dimension to the dimension of spiritual production, which essentially reflects the positional disparity of rural areas in the division of spiritual production. A comparison between Yucun Village and the National Smart Education Platform for Primary and Secondary Schools demonstrates that the vitality of content originates from authentic local stories, whereas the replicability of cases relies on institutional support. Accordingly, four approaches are proposed: constructing an integrated urban-rural platform, stimulating the production of local rural content, innovating co-created educational scenarios, and regulating technological alienation through institutions. This paper advocates taking the two-way flow of urban and rural factors and equality in spiritual production as the value benchmark, so as to advance digital ideological and political education from “designing for rural areas” toward “co-creating with rural areas”.