高校教学管理人员数字素养:存在问题与提升策略  

Problems and Improvement Strategies for the Digital Literacy of University Teaching Administrators

作　　者：倪建钢 NI Jiangang(Teaching Affairs Department,Yancheng Teachers University,Yancheng,Jiangsu,224007,China)

机构地区：[1]盐城师范学院教务处,江苏盐城224007

出　　处：《盐城师范学院学报（人文社会科学版）》2024年第6期64-72,共9页Journal of Yancheng Teachers University（Humanities & Social Sciences Edition)

基　　金：江苏省社科应用研究精品工程课题“面向新质生产力发展的江苏地方本科高校专业结构调整优化机制研究”(24SYB-033)。

摘　　要：高校数字化转型已进入新时期,教学管理人员的数字素养水平愈来愈受到关注。在借鉴数字素养相关研究成果的基础上,从数字认知、数字服务、数字责任、数字发展四个方面界定高校教学管理人员数字素养内涵,数字认知是基础、数字服务是核心、数字责任是原则、数字发展是动力,四方面相辅相成。当前,部分高校教学管理人员存在数字认知模糊、数字服务乏力、数字责任缺失、数字发展滞后问题,影响教学管理服务的水准。要从深化数字认知教育、提高数字服务水平、强化数字责任意识、提升数字发展水平四个方面予以解决,推动教学管理向数字化、智能化发展。The digital transformation of higher education has entered a new phase,and there is an increasing requirement for the digital literacy of teaching administrators.Based on the relevant research findings this paper defines the connotation of digital literacy of teaching administrators in universities in four aspects:digital cognition,digital service,digital responsibility,and digital development.It posits digital cognition as the foundation,digital service the core,digital responsibility the principle,and digital development the driving force,which complement each other.Currently some university teaching administrators face problems,such as inaccurate digital cognition,low quality of digital service,lack of digital responsibility and backward digital development,which affect the quality of teaching management.Solutions should focus on improving the education on digital cognition,digital service,digital development,strengthening digital responsibility,to promote the digital and intelligent transformation of teaching management.

关 键 词：高校教学管理人员 数字素养 数字化转型 

分 类 号：G641[文化科学—高等教育学]