教师数字能力:提出背景、变化沿革与培育路径——基于三版联合国教科文组织《教师信息与通信技术能力框架》的比较研究  

Research on Teachers’ Digital Ability: Background, Evolution of Changes and Cultivation Path——Comparative Study Based on the Three Editions of UNESCO ICT Competency Framework for Teachers

作　　者：武加霞 薛栋[2] WU Jia-xia;XUE Dong(Tianjin University of Technology and Education,Tianjin 300222,China)

机构地区：[1]天津职业技术师范大学职业教育学院,天津300222 [2]天津职业技术师范大学学科建设办公室(研究生处),天津300222

出　　处：《高等职业教育探索》2023年第1期62-69,共8页Higher Vocational Education Exploration

基　　金：2022年度教育部人文社会科学研究一般项目“基于全国职业院校教学比赛获奖数据的职教教师数字能力提升路径研究”(22YJA880069)。

摘　　要：教师数字能力是教育信息化全面提升和深度融合的重要推动力。联合国教科文组织基于全民平等和提高生活质量的目标、新技术和现实需求、教育公平和改革师资培养需求提出了三版《教师信息与通信技术能力框架》。依据教师专业发展阶段论,分析发现由三阶段、六领域对应生成18项数字能力的能力结构以及由课程目标、教师能力、具体教学行动和活动实例构成的师资培训方案体现了三版框架的共同特征;从关注教师自身数字能力发展到重视促进学生数字能力发展以及从重视数字技术与工具本身到重视数字技术与工具的教育功能构成了三版框架的差异性特征。从三版框架分析,对我国发展教师数字能力的提升有如下启示:应纵向按照时间变化、横向按照类型教育设计国家教师数字能力框架;明确师资培训大纲和考核标准,促进教师数字能力框架落实;提升教师自身内在动力,促进数字能力提升。Teachers’ digital competency is an important driver for the overall improvement and deep integration of information technology in education. Based on the goal of equality for all people and improvement of the quality of life, new technologies and practical needs, education equity and the need for reforming teacher training, UNESCO has proposed three editions of UNESCO ICT Competency Framework for Teachers. According to the theory of teachers’ professional development stages, the analysis found that the ability structure to generate 18 digital abilities corresponded by three phases and six areas and the implementation of the teacher training program generated from curriculum objectives, teacher abilities, specific teaching actions and activity examples constitute the common features of the three editions of the framework;from focusing on the development of teachers’ own digital abilities to focusing on promoting the development of students’ digital abilities and from focusing on digital technologies and tools themselves to focusing on the educational functions of digital technologies and tools constitutes the distinctive features of the three edition frameworks. The analysis of the three versions of the framework has the following implications for the development of teachers’ digital competency enhancement in China: the national teachers’ digital competency framework should be designed vertically according to temporal changes and horizontally according to types of education;the teacher training syllabus and assessment standards should be clarified to promote the implementation of teachers’ digital competency framework;and teachers’ own internal motivation should be enhanced to promote digital competency enhancement.

关 键 词：教师 数字能力 联合国教科文组织 《教师信息与通信技术能力框架》 

分 类 号：G451[文化科学—教育学]