幼儿教师数字素养的发展水平:基于教育部《教师数字素养》的实证调查  

The Development Level of Digital Literacy of Preschool Teachers:Based on the Empirical Survey of“Teachers'Digital Literacy”of the Ministry of Education

作　　者：孙丽华 刘净池 SUN Li-hua;LIU Jing-chi(School of Eeducation,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：《陕西学前师范学院学报》2025年第3期72-80,共9页Journal of Shaanxi Xueqian Normal University

基　　金：教育部中华优秀传统文化专项课题(A类)重点项目(尼山世界儒学中心/中国孔子基金会课题基金项目)(23JDTCA029);奕阳教育研究院青年学者研究项目(SEEQXZ-2014-13)。

摘　　要：幼儿教师数字素养水平直接影响我国幼儿教育质量及教育数字化发展。通过对我国318名幼儿教师的数字素养情况进行问卷调查,结果发现:我国幼儿教师的数字素养整体处于中等发展水平,在“数字资源支持”“具体提升路径”“专业发展”以及“个性化技术工具”等方面明显不足;幼儿教师数字素养的提升受到多重因素制约;强化幼儿教师的专业素养,构建完善的资源支持体系;深化幼儿教师数字素养的理论框架,明晰可行性践行路径;增强跨学科合作,深度融合科技赋能高质量幼儿教育。The digital literacy level of preschool teachers directly affects the quality of early childhood education and the digital development of education in China.Through the questionnaire survey on the digital literacy of 318 preschool teachers in China,the digital literacy of preschool teachers in China is at the a medium level of development,which is obviously insufficient in the aspects of“digital resource support”,“specific improvement path”,“professional development”and“personalized technical tools”.The improvement of the digital literacy of preschool teachers is restricted by multiple factors.We need to strengthen the professional quality of preschool teachers and build a perfect resource support system;deepen the theoretical framework of preschool teachers'digital literacy and clarify the feasible practice path;enhance interdisciplinary cooperation and deeply integrate technology to empower high-quality preschool education.

关 键 词：幼儿教师 数字素养 资源支持 科技赋能 跨学科合作 

分 类 号：G615[文化科学—学前教育学]