数字化转型赋能乡村教师专业发展:现实阻力与实践路向——基于“AGIL”模型视角的分析  

Empowering Rural Teachers’Professional Development Through Digital Transformation:Realistic Resistance and Practical Direction-Based on the Analysis of“AGIL”Model

作　　者：方红[1] 张天雅 Fang Hong;Zhang Tianya(Normal School of Hubei University,Wuhan 430062,Hubei)

机构地区：[1]湖北大学师范学院,湖北武汉430062

出　　处：《中国电化教育》2024年第6期61-69,共9页China Educational Technology

基　　金：教育部人文社会科学研究青年基金项目“乡村教师补给政策的效应分析与优化路径研究”(项目编号:21YJC880017);湖北中小学素质教育研究中心基金资助重点项目“湖北省弘扬和培育教育家精神研究”(项目编号:2023HBSZA10)阶段性研究成果。

摘　　要：乡村教师是乡村教育振兴的关键力量。教育数字化转型赋予乡村教师专业发展全新内涵和有利契机,同时对建设高质量乡村教师队伍提出更迫切要求。为进一步强化数字化转型赋能乡村教师专业发展效果,推动乡村教育数字化体系实现高效和标准化发展,运用帕森斯AGIL模型解析数字化转型赋能乡村教师专业发展实践的现实阻力,发现存在内生发展动力不足,数字行动进展迟缓;研修培训存在偏差,教师角色难以转变;共建主体参与有限,支持体系保障乏力;数字价值认同缺失,数字责任有待强化等困境。基于AGIL模型的乡村教师专业发展实践路向包括激活专业发展自觉,确保数字行动落地;创新教师培育方式,明确数字行动策略;释放主体支持活力,畅通资源支持体系;形塑数字价值认同,践行数字社会责任。Rural teachers are the key force to revitalize rural education.The digital transformation of education gives the professional development of rural teachers a new connotation and favorable opportunity,and at the same time puts forward more urgent requirements for the construction of high-quality rural teachers.In order to further strengthen the effect of digital transformation to empower the professional development of rural teachers,and promote the efficient and standardized development of rural education digital system.This paper uses Parsons AGIL model to analyze the practical resistance of digital transformation to empower rural teachers’professional development practice,it is found that there is insufficient endogenous development motivation and slow progress of digital actions.There are deviations in research and training,and it is difficult to change the role of teachers;The participation of co-construction subjects is limited,and the support system is weak;Lack of digital value recognition and digital responsibility need to be strengthened.The practical direction of rural teachers'professional development based on AGIL model includes activating professional development consciousness and ensuring the implementation of digital actions;Innovative teacher training methods,clear digital action strategies;Release the vitality of subject support and smooth the resource support system;Shape digital value identification and practice digital social responsibility.

关 键 词：数字化转型 乡村教师 教师专业发展 “AGIL”模型 社会行动理论 

分 类 号：G434[文化科学—教育学]