中国电化教育

数字化作为一种新质生产力，以数据为纽带精准联通城乡教育，助推城乡教师高效互动与紧密协同的达成。但由于数字生态向善的劳动伦理尚未形成，导致教师劳动生产缺乏内在道德规约，出现市场失灵、制度僵化、主体异化等问题，滞碍了城乡教师高质量发展进程。劳动伦理审视下，由数字化转型赋能的城乡教师高质量发展存在本体、理论、价值、实践四个维度的内在逻辑，有助于引导城乡教师谋求共同利益、生成责任伦理体系、培植数字劳动素养、创新劳动产品。基于此，城乡教师和相关责任部门应以劳动伦理为核心，围绕教师发展、政策保障、理念内化、资源配置四大方面重点发力，推进城乡教师共同体建设，形塑包容开放、和谐共生的高质量发展格局。

Digitalization, as a new kind of productive force, connects urban and rural education precisely with data, and helps urban and rural teachers to achieve efficient interaction and close collaboration. However, the labor ethics of digital ecology has not yet been formed, resulting in the lack of intrinsic moral rules for teachers' labor production, market failure, institutional rigidity, and alienation of the subject, which hinders the process of high-quality development of urban and rural teachers. Under the scrutiny of labor ethics, there are four dimensions of internal logic: ontology, theory, value, and practice in the high-quality development of urban and rural teachers empowered by digital transformation, which can help guide urban and rural teachers to seek common interests, generate a system of ethical responsibility, cultivate digital labor literacy, and innovate labor products. Based on this, urban and rural teachers and the relevant responsible departments should focus on the four aspects of teacher development, policy protection, concept internalization and resource allocation, with labor ethics as the core, to promote the construction of urban and rural teachers' communities, and to shape the pattern of high-quality development that is inclusive, open and harmonious.