【摘要】 新质生产力的提出为教育带来了新的挑战和要求，进一步凸显了技术与教育之间的紧密联系。新质生产力的发展受制于多种内外部因素，其中之一是在其演化进程中可能出现的技术陷阱。这种陷阱的出现缘于技术路径依赖、创新效率瓶颈以及社会系统对新兴技术的适配性不足。跨越技术陷阱，需要聚焦这一区域性挑战，剖析教育与新质生产力在这一关键历史阶段所具有的独特关系。从涌现主义与超越突破理论来看，教育不仅能为新质生产力跨越技术陷阱提供支撑性力量，也能够在赋能过程中实现自身的超越突破。对此，为了实现教育支撑新质生产力的发展，应着力建立有利于培养原创性拔尖创新人才的具有“小世界”社会网络特征的教育系统；推动有利于促进“群体智慧”涌现的流动共享的教育数字化转型；构建有利于深化跨界合作的具有涌现特征的教育生态环境。同时，应深入探讨教育系统如何通过重构教育系统组织域、革新发展教育学学科、探索教育终极价值，实现对其工具属性的自主超越。教育系统需要真正回归其价值本源，获得以“真实性”为基础的教育终极价值建立的可能性，并在新质生产力发展的进程中焕发新的生命力。更多还原

【Abstract】 New quality productive forces bring new challenges and demands to education, highlighting the close connection between technology and education. The development of new quality productive forces is subject to various internal and external factors, one of which is the potential emergence of technological traps during the evolution of new quality productive forces. The traps result from dependence on technological pathways, the bottlenecks in innovation efficiency, and the inadequate adaptation of social systems to emerging technologies. To get over technological traps, we need to focus on the challenges in this area, and analyze the unique relationship between education and new quality productive forces at this critical historical stage. Based on the theories of emergentism and transcendental breakthrough,education can not only provide the supportive force for new quality productive forces getting over technological traps, but also achieve its transcendental breakthrough in the process of empowerment. To this end, in order to make education support the development of new quality productive forces, we need to establish an educational system helping to cultivate top-notch innovative talents and featuring a social network in the "small world"; promote the fluid and shared digital transformation of education that facilitates the "swarm intelligence"; build an emergence-oriented environment of educational ecology helping to deepen cross-border cooperation; and explore how the educational system achieves its transcendence over the instrumental attributes of education by reconstructing the organizational domain of the educational system, innovatively developing the discipline of pedagogy, and exploring the ultimate value of education. In conclusion,the educational system needs to genuinely return to its source of value, achieve the possible establishment of the ultimate value of education based on "authenticity," and boost new vitality in the development of new quality productive forces.更多还原