结构主义视域下教师数字素养的生成逻辑与社会支持  

The generative logic and social support of teachers’digital literacy from the perspective of structuralism

作　　者：杨淑萍[1] 赵欣玥 Yang Shuping;Zhao Xinyue(Faculty of Education,Liaoning Normal University,Dalian 116029,China)

机构地区：[1]辽宁师范大学教育学部,辽宁大连116029

出　　处：《辽宁师范大学学报(社会科学版)》2025年第2期64-71,共8页Journal of Liaoning Normal University(Social Science Edition)

基　　金：国家社会科学基金教育学一般项目“青少年道德敏感性的生发机理及培育路径研究”(BEA230082)。

摘　　要：随着互联网的发展和数字技术的普及,智慧教育和数字化教育成为教育发展的必然趋势。教育高质量发展背景下的数字化转型与跨越式发展呼唤更高层次数字素养的教师。吉布森的结构分析方法为《教师数字素养》行业标准提供了学理支持。依循结构主义分析逻辑,教师数字素养的生成受制于教师主体的内在建构和外部社会支持两大因素。以数字知识与技能为基垫的教师个体能力、以数字化意识为核心的数字思维,以及兼具主体性与社会实践性的数字化情感体验,三者内在互动生成教师的核心数字素养;而数字化教育资源、政策法律与行业规范、社会舆论与话语方式可为教师数字素养的生成与提升提供良好的外部环境支持。With the development of the Internet and the popularization of digital technology,smart education and digital education have become an inevitable trend in the development of education.Digital transformation and leapfrog development in the context of high-quality education development call for teachers with higher levels of digital literacy.Gibson’s structural analysis method provides theoretical support for the analysis of the standard of“Digital Literacy for Teachers”.According to the logic of structuralist analysis,the generation of teachers’digital literacy is subject to two factors:the internal construction of teachers’subjects and the external social support.The core digital literacy of teachers is generated by the internal interaction of teachers’individual abilities based on digital knowledge and skills,digital thinking with digital awareness as the core,and digital emotional experience with both subjectivity and social practice.Digital education resources,policies,laws and industry norms,social public opinion and discourse provide good external environment support for the generation and improvement of teachers’digital literacy.

关 键 词：结构主义 数字素养 数字能力 数字思维 数字情感 

分 类 号：G451[文化科学—教育学]