Digitalization of education for educational equity: Logic, dilemmas and practical path
教育数字化促进教育公平：逻辑、困境及实践路径

摘要

本研究旨在探讨教育数字化促进教育公平的内在逻辑、困境和实践路径。首先，本文强调教育公平在国家战略层面的核心地位，并明确指出教育数字化是实现教育公平的关键策略。通过对教育数字化与教育公平的内在逻辑进行深入分析，我们发现两者均以促进人的全面发展为最终目标，相辅相成。接着，文章指出了教育数字化在推动教育公平时面临的三大困境：数字化基础设施的不均衡分布、教师数字素养培训的薄弱以及法规政策的不完善。针对这些问题，文章提出了三条实践路径：加大基础设施建设与投入以缩小硬件差距、提升教师数字素养以优化师资结构、加强法规政策建设以提供教育数字化的保障。最后，文章强调了这些措施对于实现教育公平和推动教育高质量发展的深远意义。通过这些分析和建议，本文为理解和推进教育数字化在促进教育公平方面的作用提供了清晰的逻辑框架和实践指导。

Abstract

The purpose of this study is to explore the internal logic, dilemmas, and practical ways of the digitization of education for educational equity. First of all, this paper emphasizes the core position of educational equity at the national strategic level, and clearly points out that educational digitization is a key strategy for achieving educational equity. Through an in-depth analysis of the internal logic of educational digitization and educational equity, we find that both promote the comprehensive development of human beings as the ultimate goal and complement each other. Then, the article points out three major dilemma that educational digitization faces in promoting educational equity: the uneven distribution of digital infrastructure, the weak training of teachers' digital literacy, and the imperfections of regulations and policies. In response to these problems, the article proposes three practical ways: increasing infrastructure construction and investment to narrow the hardware gap, improving teachers' digital literacy to optimize the teacher structure, and strengthening the construction of regulations and policies to provide protection for the digitization of education. Finally, the article emphasizes the far-reaching significance of these measures for realizing educational equity and promoting the high-quality development of education. Through these analyses and recommendations, the article provides a clear logical framework and practical guidance for understanding and promoting the role of educational digitalization in promoting educational equity.