结构化理论视阈下教师数字能力框架的内在生成机理分析  

Analysis on the Internal Generation Mechanism of Teachers'Digital Competence Framework from the Perspective of Structured Theory

作　　者：谭佳璐 曹艳 TAN Jialu;CAO Yan(College of Education,Hunan Agricultural University,Changsha,410128,China)

机构地区：[1]湖南农业大学教育学院,湖南长沙410128

出　　处：《高等理科教育》2025年第1期1-9,共9页Higher Education of Sciences

基　　金：湖南省哲学社会科学基金教育学专项2020年一般资助项目“在线学习社区中高校教师教学存在性的实证研究”(项目编号:JJ209681)。

摘　　要：由联合国教科文组织国际职业技术教育与培训中心数字能力框架数据库与国内学界研究可知:教师数字能力框架涵盖数字化意识、数字技术知识与技能、数字教学、专业发展、赋能学习者、数字社会责任6个维度41项要素。基于结构化理论进一步阐释教师数字能力框架萌发、雏形、成型与强化的内在生成机理,其中数字化意识是前提条件;数字技术知识与技能、数字社会责任是内部转化手段;数字教学是框架深化中的外部支持手段;专业发展、赋能学习者是终极目标。框架整体呈现出由内而外、理论与实践并重的动态闭环,是个体心智在外部情境中运作与互动的产物。鉴于此,通过“国家、社会、学校”三大外部场景赋能以及“成就感、目标感、效能感”三感联动主体激活策略,推动教师数字能力培育这项综合工程的进度。According to the database of the Digital Competence Framework established by the UNESCO International Center for Vocational and Technical Education and Training,along with domestic academic re⁃search,the Digital Competence Framework for educators encompasses 41 elements across 6 dimensions:digital awareness,knowledge and skills in digital technology,digital pedagogy,professional development,learner em⁃powerment,and digital social responsibility.Drawing on structural theory,the author elucidates the internal generative mechanisms underlying this framework of teachers'digital competence.This includes digital con⁃sciousness as a foundational prerequisite;knowledge and skills in digital technology alongside social responsi⁃bility serve as means of internal transformation;while digital pedagogy acts as an external support mechanism that deepens engagement with the framework.Professional development and learner empowerment represent ultimate objectives within this model.Collectively,this framework illustrates a dynamic closed loop that emphasi⁃zes both theoretical understanding and practical application—reflecting an interplay between individual cogni⁃tive processes and external contexts.In light of this perspective,progress in cultivating comprehensive teacher competencies in digitization is advanced through three external scenarios:country,society,and school;coupled with three senses:sense of accomplishment,sense of purpose,and sense of efficacy.

关 键 词：教师 数字能力框架 结构化理论 联合国教科文组织(UNESCO) TPACK理论 

分 类 号：G645[文化科学—高等教育学]