Abstract: Previous academic research on educational equity has mostly examined the macro level of the dual pattern of “urban” and “rural”,with little exploration from the micro level of “teacher digital literacy”.Based on the inherent mechanism of school education undertaking cultural reproduction and class reproduction functions,it is found through in-depth interviews that rural teachers have heterogeneous representations in digital literacy,which hinders the achievement of higher quality education equity between urban and rural areas.We should empower rural teachers with digital literacy through new quality productivity,based on high intelligent productivity,guided by high computing power productivity,and guaranteed by high-quality productivity,to promote the generation of “urban-rural duality” capital for rural teachers,jointly build a “re-contextualization” field for rural teachers,and cultivate the habit of “benefiting from things or losses” for rural teachers as a practical path to support the sustainable development of rural teachers’ digital literacy,and ultimately achieve modernization and fairness in rural education.

Key words: new quality productivity, digital literacy, heterogeneity, cultural reproduction, rural teachers, educational equity