国外教师数字素养测评工具述评  

Review and Implications:Overseas Assessment Tools on Digital Literacy of Teachers

作　　者：虎二梅 乜勇[1] HU Ermei;NIE Yong(Shaanxi Normal University,Xi'an 710062,China;Tianshui Normal University,Tianshui 741001,China)

机构地区：[1]陕西师范大学,西安710062 [2]天水师范学院,甘肃天水741001

出　　处：《中国考试》2024年第5期69-78,共10页journal of China Examinations

摘　　要：教师数字素养是教育数字化转型发展的重要支撑,而测评研究是素养提升的基础与前提。在梳理国外相关文献的基础上,本研究将教师数字素养的测评方式归纳为自我报告与表现性评价两类,从开发过程、测评内容、任务设置及测评实践等方面系统分析了一批有代表性的测评工具,并对其进行比较。借鉴国际经验,今后我国教师数字素养测评应构建“学生-证据-任务”一体化评价模型,通过信息技术赋能工具的开发与实施,融合不同测评方式与数据分析方法,提升教师数字素养,以加快推进教育数字化转型。The improvement of teachers'digital literacy plays an important role in supporting the digital transformation of education,and research on assessment serves as the fundamental basis for the improvement.Through reviewing overseas pertinent research,this study categorizes the assessment methods of teachers'digital literacy into self-report and performance-based assessment.It also systematically examines a selection of representative assessment tools from various aspects including development process,assessment content,task setting,and assessment practice while making comparisons among them.Drawing on overseas experiences,it is suggested that the assessment of teachers'digital literacy in China should establish an integrated assessment model of"students-evidence-tasks",leverages information technology to enhance the development and implementation of tools,and integrate different assessment methods and data analysis techniques to improve teachers'digital literacy and promote the digital transformation of education.

关 键 词：教师数字素养 测评工具 以证据为中心的设计框架 教育评价改革 教育数字化转型 

分 类 号：G405[文化科学—教育学原理]