数据即价值:新质生产力对教育公共数据要素化的本体论重构OACHSSCD

Data-driven approaches have gradually emerged as a key driving force in the digital and intelligent transformation of education.The education system now faces the practical challenge of shifting from traditional experience-and-emotion-based models to data-informed and scientific approaches.The level of datafication in public educational data has become a major bottleneck constraining the enhancement and development of new quality productive forces in education.The datafication of public educational data reshapes the structure and function of the education system,turning data into a crucial factor of new quality productive forces in the process of advancing high-quality education.It also propels education from mere knowledge transmission toward a personalized and dynamically generated process grounded in data feedback.However,while public data contributes to the precision and efficiency of education,it simultaneously raises profound concerns about the erosion of educational subjectivity and the diminishing of humanistic care.Through an ontological examination of the datafication of public educational data,this study explores its reconstructive effects on educational practices,knowledge production,and subject relationships.To mitigate these practical risks,China should strike a balance between data rationality and humanistic care in the governance of public educational data,ensuring that education continues to prioritize individual diversity and holistic development even amid digital and intelligent transformation.Grounded in ontological reflections on datafication and educational practice,education must seek equilibrium between new quality productive forces and traditional educational values,thereby advancing data-driven educational modernization with Chinese characteristics.