教师数字能力:内涵、演进路径与框架构建  

Teachers’Digital Competence:Connotation,Evolution Path and Framework Construction

作　　者：吴军其[1] 任飞翔 李猛[1] WU Jun-qi;REN Fei-xiang;LI Meng(Central China Normal University,Wuhan 430079,China)

机构地区：[1]华中师范大学人工智能教育学部,湖北武汉430079

出　　处：《黑龙江高教研究》2021年第9期83-90,共8页Heilongjiang Researches on Higher Education

基　　金：华中师范大学2019年度中央高校基本科研业务费专项基金项目(教师教育专项)“大数据支持的卓越教师职前培养路径及监测机制研究”(编号:CCNUTE2019-01A)。

摘　　要：新冠肺炎疫情加快了教师数字化转型的步伐,在辨析教师数字能力概念的基础上,对其内涵进行解读,教师数字能力是教师在数字时代所体现出的一种综合能力。通过梳理国内外教师数字能力的演进路径,从基本数字能力、数字学习能力和数字教学能力等3个维度、11个基本点构建了我国教师数字能力框架,并据此提出了优化职前教育的课程设置体系、分阶段安排数字能力培养内容、重视培养教师知识型实践能力、依托项目式学习促进知行合一和打通职前职后一体化培育通道等实施建议,旨在有效开展我国教师数字能力教育,提升教师的数字能力。COVID-19 has stepped up the pace of digital transformation of teachers.Based on the analysis of the concept of teachers’digital ability,its connotation is interpreted.Teacher’s digital ability is a comprehensive ability embodied by teachers in the digital age.By combing the evolution path of teachers’digital ability at home and abroad,this paper constructs the framework of teachers’digital ability in China from three dimensions and 11 basis points of basic digital ability,digital learning ability and digital teaching ability,and puts forward some suggestions,such as optimizing the curriculum system of pre service education,arranging the content of digital ability training by stages,paying attention to the cultivation of teachers’knowledge-based practical ability,improving the quality of teachers’digital ability,and improving the quality of teachers’digital ability relying on project-based learning to promote the unity of knowledge and practice,and to open up the integration of pre service and post service training channel,the implementation suggestions are aimed at effectively carrying out the digital ability education of teachers in China and improving their digital ability.

关 键 词：数字化教师 教师数字能力 教师教育 能力标准 

分 类 号：G650[文化科学—教育学]