深圳职业技术大学学报

思想政治教育与新质生产力之间存在双向赋能关系。该研究从思想政治教育视角提出“新质人”概念，认为其是“时代新人”在新质生产力维度上的具体展开，主要体现为创新意识、生态意识、大局意识和问题意识的有机统一。思想政治教育通过国家观、价值观、世界观和方法论教育的协同作用，塑造“新质人”的复合型主体结构，从而对新质生产力形成支撑式赋能。与此同时，新质生产力通过信息化、数字化、智能化等技术载体及绿色发展导向，重塑思想政治教育的平台、内容、课堂和场景，形成嵌入式赋能。二者互动的实质，是“主体生成”与“教育现代化”的协同耦合。为提升双向赋能实效，应构建价值塑造与创新实践贯通机制、技术嵌入与育人创新协同机制、教育科技人才联动机制以及技术赋能与价值引导统一的调适机制。

Ideological and political education and new quality productive forces stand in a relationship of mutual empowerment. Adopting the perspective of ideological and political education, this study introduces the concept of the "new-quality individual," conceived as a concrete articulation of the "new-era individual" within the domain of new quality productive forces and characterized by an integrated configuration of innovative thinking, ecological awareness, holistic vision, and problem orientation. By coordinating education in a proper conception of the nation, values, worldview, and methodological outlook, ideological and political education cultivates the multidimensional subjectivity of the new-quality individual and thereby provides foundational support for the development of new quality productive forces. New quality productive forces, for their part, leverage information, digital, and intelligent technologies, together with a green development orientation, to reconfigure the platforms, content, classrooms, and contexts of ideological and political education, producing what may be described as embedded empowerment. At its core, this two-way interaction reflects a synergy between the formation of human subjectivity and the modernization of education. To enhance the effectiveness of such mutual empowerment, four mechanisms warrant particular attention: a mechanism integrating value formation with innovative practice; a mechanism aligning technological integration with pedagogical innovation; a mechanism linking education, science and technology, and talent development; and an adaptive mechanism that reconciles technological enablement with value guidance.