华东师范大学学报(教育科学版)

华东师范大学学报(教育科学版) ›› 2026, Vol. 44 ›› Issue (5): 97-112.doi: 10.16382/j.cnki.1000-5560.2026.05.009

• 教育改革与发展 • 上一篇    下一篇

城镇化进程中乡村教育高质量发展的当下境遇与未来可能——基于全国七省多乡镇的调查

廖春华, 任世辉   

  1. 西南财经大学公共管理学院，成都 611130
  • 接受日期:2025-12-27 出版日期:2026-05-01 发布日期:2026-04-27
  • 基金资助:
    教育部人文社会科学研究一般项目“‘具身-对话’交互模式影响学习者在线学习投入的认知及神经机制研究”（24YJA880026）；四川省教育科学规划项目“在线学习场景下AI学伴支持学生学习行为投入的机制与策略研究”（SCJG25B058）；成都市哲学社会科学规划项目“AIGC 视域下学习者具身对话交互模式的影响机制”(2024BS055)。

The Current Situation and Future Possibilities of High-Quality Development of Rural Education in Urbanization: Based on a Survey of Multiple Townships in Seven Provinces in China

Chunhua Liao, Shihui Ren   

  1. School of Public Administration, Southwest University of Finance and Economics, Chengdu 611130, China
  • Accepted:2025-12-27 Online:2026-05-01 Published:2026-04-27

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摘要：

在快速城镇化的进程中，乡村教育的兴衰与城镇化发展呈现出深刻的互动关系。研究基于对我国7省7县8乡的实地调研，揭示出城镇化进程中乡村教育高质量发展的多重困境，并识别城镇化下半场蕴含的发展机遇，进而探讨乡村教育高质量发展的实践路径。研究发现，城镇化进程中乡村教育高质量发展面临着二元固化印象与城乡学校地位失衡的结构桎梏、角色认知模糊与行动逻辑失调的主体迷失、知识传承受阻与教育价值偏移的功能异化这三重困境。但城镇化下半场也蕴含着乡村教育发展的逻辑嬗变、城乡要素催生的政策机遇以及乡村振兴战略激活乡村教育发展动能的三大机遇。未来可以以县域为载体优化资源配置、以“赋能协同”重建乡村教育内生动力、以“乡土本位”重塑乡村教育独特价值等路径来推动乡村教育高质量发展。

关键词: 城镇化, 乡村教育高质量发展, 新型城镇化, 质性分析

Abstract:

In the process of rapid urbanization, there is a profound interactive relationship between the rise and fall of rural education and the development of urbanization. Based on field research in 7 provinces, 7 counties, and 8 townships in China, this study reveals multiple challenges facing high-quality development of rural education in the process of urbanization, and explores practical pathways for the high-quality development of rural education based on identifying opportunities for high-quality development in the later phase of urbanization. Research has found that high-quality development of rural education faces three major challenges: the structural constraints of binary fixed impressions and imbalanced status of urban and rural schools, the disorientation of stakeholders due to ambiguous role cognition and misaligned action logic, and the functional alienation of knowledge inheritance obstruction and educational value deviation. But the second half of urbanization also contains three major opportunities: the logical transformation of rural education development, the policy opportunities generated by urban-rural factors, and the activation of rural education development momentum through the rural revitalization strategy. In the future, high-quality development of rural education can be achieved through pathways such as optimizing resource allocation with counties as the carrier, rebuilding the endogenous dynamism of rural education via “empowerment and collaboration”, and reshaping the unique value of rural education through a “local-oriented” approach.

Key words: urbanization, high quality development of rural education, new urbanization, qualitative analysis