欧盟职业教育工作者数字素养培育的影响机制研究——基于嵌入性理论的理想型建构  

A Study of the Mechanisms Determining the De⁃velopment of Digital Literacy Among EU Voca⁃tional Educators:An Ideal Type Construct Based on Embeddedness Theory

作　　者：张晓超 陈浊 吴寒天 ZHANG Xiaochao;CHEN Zhuo;WU Hantian(College of Education,Zhejiang University,Hangzhou 310058,China)

机构地区：[1]浙江大学教育学院,浙江杭州310058

出　　处：《外国教育研究》2024年第9期108-128,共21页Studies in Foreign Education

基　　金：2023年度国家社会科学基金一般项目“面向智能化时代的高职院校办学模式适应性研究”(项目编号:BJA230035)。

摘　　要：职业教育工作者的数字素养是职业教育数字化转型的重要一环。基于嵌入性理论视角,职业教育工作者数字素养培育实践具有政治嵌入性、技术嵌入性、认知嵌入性、关系嵌入性四种属性,即受到四类基本要素的影响。欧盟各成员国所采取的各类举措,可分为三种影响机制理想类型,即单要素影响型、多要素影响型和全要素影响型。结合我国具体实践可提炼出的改进建议包括:制定专项培育计划,明确政策指引;善用核心技术,提高培育效率;搭建关系网络,促进沟通合作;构建国家统一的职业教育工作者数字素养框架,深化个体认知等。Digital literacy among vocational educators plays a crucial role in the digital transformation of vocational education.Drawing on the embeddedness theory,cultivating digital literacy among vocational educators has political,technological,cognitive,and rela⁃tional attributes,influenced by four basic elements.By examining the different forms of in⁃fluence measures implemented by EU member states,we identified three ideal types of in⁃fluence mechanisms:single-factor influence,multi-factor influence,and total-factor influ⁃ence.These types serve as a framework for classifying various forms of influence within the context of the EU.Upon analysis of their underlying meanings in conjunction with China's practices,suggestions can be derived,including crafting programs to elucidate policy guide⁃lines,optimizing the use of technologies to enhance efficiency;constructing a network to en⁃courage communication and collaboration;and establishing a unified digital literacy frame⁃work for vocational educators to augment their individual knowledge.

关 键 词：欧盟 职业教育工作者 数字素养 影响机制 嵌入性理论 

分 类 号：G6[文化科学—教育学]