远程教育教师数据素养能力的模型构建和实践路径探析  

Model Construction and Practical Path of Data Literacy Ability of Distance Education Teachers

作　　者：郭贇嘉 赵晓敏[1] GUO Yun-jia;ZHAO Xiao-min(Yangquan Branch of Shanxi Radio&TV University,Yangquan,Shanxi,045000)

机构地区：[1]山西广播电视大学阳泉分校

出　　处：《当代继续教育》2019年第6期65-71,共7页Contemporary Continuing Education

基　　金：山西省现代远程教育学会2019年度立项课题“‘互联网+’时代远程教育辅导教师能力标准研究”(编号:SXYJ201905)阶段性研究成果

摘　　要：技术与教育的深度融合正在改变着教育的生态环境,数据驱动下的教育创新正在加速推进。作为线上教学的先驱,远程教育教师必须不断提升数据素养,以适应智慧教育发展要求,满足学生个性化学习需求,促进教师专业深度发展。为了全面提升远程教育教师的数据素养,本文从意识层、知识层、技能层和实践层构建了远程教育教师数据素养能力模型,并拟定了每一层次的具体内容指标,以期为远程教育教师数据素养的提升提供合理的数据模型和指标体系。远程教育教师数据素养的提升与培育是一个系统工程,不仅依赖于教师的数据处理能力,而且依靠整个远程教育系统乃至社会系统观念的更新、政策的引导和体制机制的推进,需要政府、远程教育系统、教师多方面的协同努力。The ecological environment of education is changing with the deep integration of technology and education,and the data-driven innovation in education is speeding up.As a pioneer of online teaching,teachers of distance education should continuously improve their data literacy to promote professional development and meet the development of intelligent education and individual needs of learners.This paper constructs a model of distance education teachers’data literacy ability from the consciousness level,the knowledge level,the skill level,and the practice level,and draws up specific content indicators at each level.The improvement of data literacy of distance education teachers needs the concerted efforts of the government,distance education system and teachers.

关 键 词：远程教育教师 数据素养 能力模型 政府 远程教育学校 

分 类 号：G728[文化科学—成人教育学]