Li Li,Manman Li

New Quality Productive Forces are centered around innovation and marked by the improvement of Total Factor Productivity. Their development cannot be achieved without the enabling support of the digital economy. Meanwhile, the practical competency cultivation of digital economy talent relies on a high-quality curriculum-based practice teaching system. Current practice teaching of digital economy courses suffers from several significant issues, such as disconnection from the development demands of New Quality Productive Forces, rigid teaching models, lag in practice content, and undeveloped collaborative education mechanism, failing to cultivate multi-skilled practice-oriented talent aligned with industrial evolution. This study is grounded in the core literacy requirements of New Quality Productive Forces for digital economy talent, deeply analyzes the shortcomings in current practice teaching models, explores the reform pathways of practice teaching models across five dimensions—teaching content reengineering, teaching method innovation, practice platform establishment, faculty team construction, and evaluation system optimization—aiming to solve teaching problems, improve the practice teaching quality of digital economy courses, and provide digital talent with innovation mindset and practical competencies for the advancement of New Quality Productive Forces, achieving resonance between education and industries.

New Quality Productive Forces; Digital Economy; Practice Teaching; Model Reform; Talent Cultivation

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