数字素养导向下特殊教育教师专业发展的变革路径  

The Change Path of Special Education Teachers’Professional Development Under Digital Literacy Orientation

作　　者：袁小洁 刘美 杨柳 YUAN Xiaojie;LIU Mei;YANG Liu(College of Special Education,Faculty of Education,Southwest University,Chongqing,400715)

机构地区：[1]西南大学教育学部特殊教育学院,重庆400715

出　　处：《现代特殊教育》2024年第24期30-37,共8页Modern Special Education

摘　　要：教育数字化转型背景下,教师数字素养概念的提出推动着教师专业向纵深发展。教师作为落实教育数字化战略行动的核心与关键,需要具备较高的数字素养水平。当前,我国特殊教育教师专业发展存在数字育人理念缺失,学生潜能未充分发掘;数字化复合知识匮乏,内生动力不足;数字技术应用表面化,教学方法单一;数字教材短缺,数字化创造能力薄弱等问题。特殊教育教师专业发展转型应重建数字素养导向下科学的学生观;更新理论知识体系,促进综合能力升级;积极参与数字研修学习,深化技术与课程整合能力;构建多模态教学资源库,驱动专业深度发展。In the context of the digital transformation of education,the concept of digital literacy for teachers is driving the professional development of teachers to a deeper level.Teachers,as the core and key to the implementation of strategic action of education digitalization,need to have a high professional level of digital literacy.At present,the professional development of special education teachers in China is characterized by the lack of digital parenting concepts and the failure to fully explore students’potential;short of digital composite knowledge and endogenous motivation;the superficial application of digital technology and a single teaching methodology;insufficient digital teaching materials and the weak digital creativity,and so on.The transformation of professional development of special education teachers should rebuild the scientific view of students under the orientation of digital literacy;update the theoretical knowledge system and upgrade the comprehensive ability led by technology;actively participate in digital training and learning to deepen the ability of technology and curriculum integration;and build a multimodal teaching resource base to drive the professional in-depth development.

关 键 词：数字素养 特殊教育教师 教师专业发展 

分 类 号：G451[文化科学—教育学]