教育数字化背景下幼儿教师信息素养调查研究  

A Survey on the Information Literacy of Preschool Teachers in the Context of Digital Education

作　　者：何国宏 黎晓娜[1] HE Guo-hong;LI Xiao-na(School of Education and Physical Education,Longdong University,Qingyang 745000,Gansu)

机构地区：[1]陇东学院教育与体育学院,甘肃庆阳745000

出　　处：《陇东学院学报》2024年第4期93-98,共6页Journal of Longdong University

基　　金：2023年甘肃省高校教师创新基金项目(2023B—204);2021年甘肃省教育科学“十四五”规划项目(GS[2021]GHB1909);2022年甘肃省庆阳市科技局项目(QY-STK-2022B-138);2021年陇东学院青年科技创新基金项目(xysk2106)。

摘　　要：幼儿教师信息素养影响教育质量的提升。信息素养受到幼儿教师年龄、性别、教龄、园所性质等因素的影响。通过问卷调查和访谈等方法,收集了幼儿教师的信息素养数据,并进行了统计分析和资料整理。结果显示,幼儿教师信息素养整体水平较高,但依然存在信息知识薄弱,信息技术工具操作能力不足,信息整合和转化的能力缺乏,信息技术培训机会少等问题。为有效促进幼儿教师信息素养提升,教育主管部门应加强顶层设计,制定幼儿教师信息素养标准;幼儿园应加强信息技术教育和培训,提升与教育教学的融合能力;构建幼儿教师信息素养提升“共生体”。Information literacy of preschool teachers affects the improvement of educational quality.It is influenced by factors such as the age,gender,teaching experience,and nature of the kindergarten.We collected information literacy data through methods such as questionnaire surveys and interviews,and conducted statistical analysis.The results show that the overall level of information literacy among preschool teachers is relatively high,but there are still problems such as weak information knowledge,insufficient ability to operate information technology tools,lack of ability to integrate and transform information,and limited opportunities for information technology training.To promote the improvement of information literacy among preschool teachers,the education authorities have strengthened top-level design and formulated information literacy standards for preschool teachers;kindergartens should strengthen information technology education and training to enhance their ability to integrate with education and teaching;building a symbiotic relationship to enhance the information literacy of preschool teachers.

关 键 词：教育数字化 幼儿教师 信息素养 

分 类 号：G610[文化科学—学前教育学]