数智赋能乡村新入职教师专业发展:价值、困境与路径OACHSSCD

Newly-recruited teachers constitute a vital driving force for the development of rural education,and their professional growth directly af-fects the sustainability of rural educational systems.Digital-intelligence empowerment can promote individual teacher growth,narrow the urban-rural gap in education,and reshape the ecosystem of teacher development.However,in practice,multiple dilemmas persist.These include the tension between the sensitivity of"digital natives"and the lagging"digital infrastructure"in rural areas,the mismatch between the"innovative and universal nature"of digit-al-intelligence concepts and the"localized characteristics"of rural education,and the contrast between the openness and connectivity of digital-intelli-gence-based training and the isolation experienced by newly-recruited teachers in rural areas.To address their professional development dilemmas,a sys-tematic,multi-level empowerment approach is required.At the macro level,policy support should be strengthened and digital infrastructure improved.At the meso level,integrated systems for evaluation,professional learning,and resource support need to be established.At the micro level,newly-recruited teachers should enhance their digital-intelligence-based teaching practices while receiving greater emotional and community support.Through coordinated efforts across multiple levels,the sustainable professional development of newly-recruited teachers in rural areas can be effectively promoted,thereby con-tributing to rural education revitalization and greater educational equity.