职业教育教师数字能力现状与发展路径  

Status and Development Path of Teachers' Digital Competence in Vocational Education

作　　者：谢宾[1,2] Bin XIE(Office of Academic Affairs,Dongguan Polytechnic;School of Education, City University of Macao)

机构地区：[1]东莞职业技术学院教务处,广东东莞523808 [2]澳门城市大学教育学院,中国澳门999078

出　　处：《中国教育信息化》2025年第2期119-128,共10页Chinese Journal of ICT in Education

基　　金：2021年度广东省教育厅高职教育教改项目“人工智能视阈下高职院校教师信息素养内涵与提升路径的实证研究”(编号:GDJG2021013);2023年度广东省国家级职业教育教师教学创新团队特色项目“数字化转型背景下职业院校教师能力发展与动态评价研究”(编号:CXTD012);2023年度澳门科学技术发展基金项目“澳门中小学智能学习系统与远像光屏学习机及其关键技术研究”(编号:0071/2023/RIB3)。

摘　　要：教育数字化转型是推动教育高质量可持续发展的现实需求,在教育教学改革过程中,提升教师数字能力是职业教育数字化转型的关键环节之一。基于十维度职业教育教师数字能力测量量表,结合教师数字技术应用和个人信息设计了包括67个项目的教师数字能力调查问卷。采用描述性统计分析、 Mann-Whitney U检验和Kruskal-Wallis H检验及其相关分析等方法,对教师数字能力的现状、群体间差异性,以及教师数字能力与教师个人特征属性之间的相关性进行分析。数据分析结果显示,当前职业院校教师数字能力整体水平向好发展,但教师数字能力各维度之间、不同数字技术应用能力之间的发展不均衡。且不同群体间教师数字能力具有一定的差异性,主要体现在教师的学历层次、专业背景等方面。最后,基于认知负荷理论、学习共同体理论等,提出降低数字技术技能学习认知负荷、搭建教师数字能力虚拟学习共同体,以及构建学校数字能力发展支持服务体系等教师数字能力提升路径。The digital transformation of education is a realistic need to promote high-quality and sustainable development of education.In the process of educational and pedagogical reform,improving teachers' digital competence is one of the key aspects of digital transformation in vocational education.Based on the ten-dimensional Vocational Education teachers' digital competence measurement scale,the teachers' digital competence questionnaire including 67 items was designed with teachers' digital technology applications and personal information.The study used descriptive statistical analysis,Mann-Whitney U-test and Kruskal-Wallis H-test,and correlation analysis to analyze the status,the difference of teachers' digital competence,and the correlation between teachers' digital competence and personal characteristic attributes.The results show that the overall level of teachers' digital competence in vocational colleges is developing in a good direction,but there is an imbalance between the dimensions of teachers 'digital competence,as well as between the ability to apply various digital technologies.And there is a certain degree of variability in digital competence among different groups,which is mainly reflected in the teachers' education level and professional background.Finally,based on the cognitive load theory,learning community theory,etc.,the path to improve teachers' digital competence was proposed by reducing the cognitive load of digital technology learning,building a virtual learning community of teachers' digital competence,and constructing a support service system for the development of schools' digital competence.

关 键 词：数字化转型 职业教育 教师数字能力 认知负荷 专业学习共同体 

分 类 号：G434[文化科学—教育学] G71[文化科学—教育技术学]