【摘要】 在中国式现代化语境下，将教育视为生产力具有特殊的现实意义。教育“新质生产力”是教育生产力的新质态，也是新质生产力在教育领域的集中体现，其核心标志是激发教育生产要素的活力，其新质态表现为生产劳动主体个人理想和国家命运高度结合、教育教学技术创新运用、教育资源高效配置、人才高质量培养与教育优质均衡发展等特征。加快形成教育“新质生产力”，要深化教育体制机制改革，打通束缚教育“新质生产力”的堵点卡点，坚持社会主义办学方向，回答好新时代“教育三问”，加快教育的数字化转型建设，提升人才培养质量，夯实教育“新质生产力”人才基础和以教育均衡发展强化教育“新质生产力”。更多还原

【Abstract】 In the context of Chinese-style modernization,viewing education as a form of productivity carries profound practical significance.“New-quality productivity”of education represents a novel state of educational productivity and serves as the concentrated embodiment of“new-quality productivity”in the educational domain. Its core hallmark lies in the activation of educational productive elements. The distinct features of this new state include the deep integration of personal aspirations with national development,innovative applications of educational technologies,efficient allocation of educational resources,cultivation of high-quality talent,and balanced,high-quality development of education. To accelerate the formation of“new-quality productivity”of education,it is necessary to deepen reforms in the education system to address institutional bottlenecks,adhere to the socialist orientation in education to answer the“three fundamental questions of education”in the new era,expedite the digital transformation of education,enhance talent cultivation to solidify the talent foundation of“new-quality productivity”of education,and strengthen educational equity to promote its balanced and high-quality development.更多还原