鞍山师范学院学报

新质生产力正成为推动国际中文教育高质量发展的关键动力。基于生产力三要素理论，将新质生产力、教育要素与区域情境整合构建分析框架，揭示新质生产力通过教育资源重构、教育模式智能化转型与多主体协同治理三重维度，驱动中文教育体系向数据驱动转型。在非洲情境下，这一转型面临本土数字资源短缺、中文教育与人才需求错配及多语言生态竞争等结构性困境。对此，应以多维度非洲中文教育一体化平台为核心载体，构建教材与师资双驱动的本土化资源体系、建立多主体协同治理机制、开发多语种教学资源，形成差异化实践路径。

New quality productive forces are emerging as a key driver for the high quality development of international Chinese language education.Based on the three-factor theory of productive forces,an analytical framework integrating new quality productive forces,educational elements,and regional contexts can be constructed.This framework reveals that new quality productive forces drive the transformation of the Chinese language education system toward data-driven models through three dimensions:the restructuring of educational resources,the intelligent transformation of educational models,and multi-stakeholder collaborative governance.In the African context,this transformation faces structural constraints,including a shortage of local digital educational resources,a mismatch between Chinese language education and talent demand,and intense competition within a multilingual ecological environment.In response,three differentiated practical pathways are proposed:a multi-dimensional integrated platform for African Chinese language education as the core vehicle,the construction of a locally adaptive resource system driven by both teaching materials and teacher development,the establishment of a multistakeholder collaborative governance mechanism,and the development of multilingual Chinese teaching resources tailored to Africa.