鼠标一点，山门即开——中国教育数字化缩小教育差距的效应与机制研究Click the Mouse,Open the Gates:A Study on the Effects and Mechanisms of Digital Education in Narrowing the Educational Gap in China
张鸿铭,彭杰,高依玲
摘要(Abstract)：
本文基于2018年中国家庭收入调查数据(China Household Income Project, CHIP),运用截面渐进双重差分法，评估了21世纪初“农村中小学现代远程教育工程”对城乡教育差距的影响，并梳理了我国教育数字化的实施模式与作用机理。研究发现，该工程通过配备教学光盘播放系统、设立卫星教学收视点和建设计算机教室，有效缩小了城乡教育差距。分组结果显示，教育数字化对女性及中低收入、低学历、中西部农村家庭学生的帮扶效果更为显著。分模式看，数字资源共享、数字远程服务与数字场景服务均能发挥积极作用。机理分析表明，教育数字化主要通过提升教育质量、培养学生能力、拓宽见识广度、弥合教育资源鸿沟四条路径缩小城乡教育差距。本文为厘清教育数字化作用渠道、评估其治理效果提供了实证依据，也为推进教育数字化转型、补齐农村教育短板提供了政策参考。
关键词(KeyWords)： 教育数字化;城乡;教育差距
基金项目(Foundation): 国家社会科学基金青年项目“数字金融赋能农村中低收入群体财富积累的机制与对策研究”(23CJY039);国家社会科学基金青年项目“全球发展倡议下中国对外农业援助模式升级研究”(23CGJ007)的资助
作者(Author): 张鸿铭,彭杰,高依玲
参考文献(References)：
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- ① 本文对教育信息化与教育数字化的概念不作严格区分，其是不同时期和阶段对于技术和教育统合的认识和政策安排，教育信息化是教育数字化推进的基础，教育数字化是教育信息化在新时代的发展形态。 (1)各年具体实施县名单来自《教育部办公厅、国家发展改革委办公厅、财政部办公厅关于农村中小学现代远程教育工程实施方案的审核意见》。 (2)模式一为教学光盘播放点,模式二为卫星教学收视点,模式三为计算机教室。 (3)文盲/半文盲、小学、初中、高中/中专/职高、大专/高职、大学本科、硕士、博士受教育年限分别为0、6、9、12、15、16、19、22年。