从数字素养到数字能力:概念流变、构成要素与整合模型  

Conception Continuum,System Elements and Integrated Model:From Digital Literacy to Digital Competence

作　　者：王佑镁[1] 杨晓兰[1] 胡玮[1] 王娟[1] 

机构地区：[1]温州大学教育信息化研究所,浙江温州325035

出　　处：《远程教育杂志》2013年第3期24-29,共6页Journal of Distance Education

基　　金：2012年国家社科基金项目"我国未成年人数字化阅读实证研究"(项目批准号:12CTQ014)的阶段性研究成果

摘　　要：数字能力被视为数字时代重要的生存技能和知识资产,是指在工作、职业、学习、娱乐以及社会参与中自信及创造性地使用ICT的能力。数字能力包含工具性知识与技能、高级知识与技能、知识与技能的应用态度三个维度,这一概念框架聚合了从信息素养到数字素养等一系列相关子概念。通过知识、技能和态度三维度将数字能力概念框架映射至教育领域,重构其构成要素,从而建立起数字能力的整合模型。数字能力整合模型的建构为培养个体数字能力灵活考虑各种知识、技能和态度提供了基础,同时也勾勒了学习时代个人基本素养和教育目标的最新图景。Digital competence,known as a kind of important e-skills and knowledge assets in digital age,is the ability that can creatively and self-anfidently use ICT in order to reach work,career,learning,entertainment,and social participation.Digital competence includes the three dimensions of instrumental skills and knowledge,advanced skills and knowledge,attitudes towards skills and knowledge application.The conceptual model aggregates a series of sub-concepts from information literacy to digital literacy.Conceptual model of digital competence is mapped into the field of education by the three dimensions of knowledge,skills and attitudes,reconstructs its constituent elements and establishes the integration model of digital competence.The emerging of the integration model provides a basis for cultivating individual digital competence that can flexiblely consider a wide range of knowledge,skills and attitudes, and outlines the latest prospect of personal basic literacy and educational objectives in the learning era.

关 键 词：数字素养 数字能力 教育映射 整合模型 

分 类 号：G434[文化科学—教育学]