我国小学数学教师数字素养培育困境及弥合路径  

The Dilemma of Cultivating and the Pathways of Digital Literacy Among Primary School Mathematics Teachers

作　　者：覃万安 王梅 付培培 QIN Wan’an;WANG Mei;FU Peipei(School of Educationand and Science,Qiannan Normal University for Nationalities,Duyun Guizhou 558000,China)

机构地区：[1]黔南民族师范学院教育科学学院,贵州都匀558000

出　　处：《教育参考》2024年第12期76-81,共6页Education Approach

基　　金：2022年度贵州省级金课课题“儿童发展心理学”(课题编号:2022JKHH0361)的研究成果。

摘　　要：文章基于数字素养的内涵和本质特征,通过文献分析探析我国小学数学教师数字素养培育的困境,发现存在培育理念滞后、数字化教学能力薄弱以及问题意识和创新思维发展受限等困境。基于此,在厘清小学数学教师数字素养培育困境的基础之上,从政府、学校和教师个人三个维度分析困境产生的影响因素,并探索小学数学教师数字素养培育的弥合路径:一是理念支持,构建“三位一体”的支持体系;二是行动转化,依托真实的教学场域;三是资源运用,强化问题导向意识;四是创造力的激发,以小学数学教学的实践需求为指引。Accelerating the cultivation of digital literacy of primary school mathematics teachers in China is an important basis for the successful implementation of the digital strategy of education.Based on the connotation and essential characteristics of digital literacy,and through literature analysis,this paper analyzes the dilemma of cultivating digital literacy of primary school mathematics teachers in China,and finds that there are some dilemmas such as lagging cultivation concept,weak digital teaching ability and limited development of problem consciousness and innovative thinking.Based on this,on the basis of clarifying the dilemma of digital literacy cultivation,this paper analyzes the influencing factors of its dilemma from three dimensions:government,schools and teachers,and explores the bridging path of digital literacy cultivation of primary school mathematics teachers from the above three dimensions:first,conceptual support:building a“trinity”support system;second,action transformation:relying on the real teaching field;third,resource utilization:strengthening problem-oriented consciousness;fourth,stimulating creativity:primary school.

关 键 词：数字素养 教师素养 小学教师 数字资源 

分 类 号：G63[文化科学—教育学]