中小学教师数字素养测评问卷的本土化构建——基于《教师数字素养》行业标准  

The Localization Development of K-12 Teachers’Digital Literacy Assessment Questionnaire——Based on the Industry Standard of“Teachers’Digital Literacy”

作　　者：彭红超[1] 朱凯歌[2,3] PENG Hongchao;ZHU Kaige

机构地区：[1]华东师范大学开放教育学院,上海200062 [2]华中师范大学人工智能教育学部,湖北武汉430079 [3]平顶山学院文学院,河南平顶山430079

出　　处：《现代远程教育研究》2024年第5期72-82,共11页Modern Distance Education Research

基　　金：2023年度国家社会科学基金教育学重点项目“数字教育背景下的教学范式创新与实践探索研究”(ACA230019);2024年度教育部人文社会科学研究青年基金项目“人机协同教学中教师决策的过程诊断及优化策略研究”(24YJC880105)。

摘　　要：推动教育数字化,教师是中坚力量。教育部2023年发布的《教师数字素养》教育行业标准(简称《标准》),为准确评估我国教师数字素养水平提供了参照。但是仅有标准尚无法有效诊断教师数字素养发展状况,测评工具亦不可少。国内外虽然已有一些教师数字素养评估工具,但并非对标我国《标准》,评估的适切性不高。数字素养包括信息素养和数据素养两大核心内涵,《标准》从数字化意识、数字技术知识与技能、数字化应用、数字社会责任以及专业发展5个维度对我国教师数字素养进行了规定。在结合国际主流数字素养框架对我国《标准》进行详细分析基础上,按照“选用经典+自建补充”的方式构建了我国中小学教师数字素养测评问卷。该问卷依次经历四大环节的验证与修订:用于保障内容效度的专家评估与认知审查、用于保障题项区分度与代表性的项目分析、用于保障结构效度的探索性与验证性因子分析,以及用于保障同类题项聚类效果的收敛效度分析。修订后问卷具备良好的模型拟合度和内部一致性,可用于教师自查、研修项目前后测,以及区域、学校层面的摸排调查。Teachers are the backbone of promoting education digitization.In 2023,the Ministry of Education of the People’s Republic of China released an education industry standard,named“Digital Literacy of Teachers”(hereinafter referred to as the Standard).The Standard provides a reference for evaluating the level of digital literacy of teachers in China.However,standards alone can not effectively diagnose the development of teachers’digital literacy.Therefore,assessment tools are indispensable.Although there are some assessment tools for teachers’digital literacy at home and abroad,they are not based on this Standard,so the appropriateness of the assessment is not high.Digital literacy includes two core contents:information literacy and data literacy.The Standard stipulates digital literacy of Chinese teachers from five dimensions:digital consciousness,knowledge and skills of digital technology,digital application,digital social responsibility and professional development.Based on the detailed analysis of China’s Standard combined with the international mainstream digital literacy framework,the assessment questionnaire of K-12 teachers’digital literacy in China is constructed according to the way of“selecting classics items and self-built supplement”.The questionnaire went through four stages of verification and revision:expert evaluation and cognitive review to ensure content validity,items analysis to ensure item differentiation and representativeness,exploratory and confirmatory factor analysis for guaranteeing the structural validity,and the convergent validity analysis to guarantee the clustering effect of similar items.The revised questionnaire,with good model fitting degree and internal consistency,can be used for teachers’self-examination,pre-and post-tests of training projects,and regional and school-level surveys.

关 键 词：中小学教师 数字素养 测评工具 调查问卷 

分 类 号：G434[文化科学—教育学]