思政课教师数字素养之问题缘起、框架建构与提升策略——基于胜任力理论的研究视角  

Digital Literacy of Ideological and Political Education Teachers:Origin of the Issue,Framework Construction,and Enhancement Strategies:Based on Competency Theory

作　　者：汪金英 汪明洁 李宜申 WANG Jinying;WANG Mingjie;LI Yishen(School of Marxism,Northeast Forestry University,Harbin 150040,China)

机构地区：[1]东北林业大学马克思主义学院,黑龙江哈尔滨150040

出　　处：《湖南工业大学学报(社会科学版)》2025年第2期80-88,共9页Journal of Hunan University of Technology(Social Science Edition)

基　　金：教育部人文社会科学研究项目“数字化时代高校思政课话语力提升研究”(23JDSZK029)。

摘　　要：目前,我国教师数字素养发展已经具备了指导性和方向性框架,而对于思想政治教育学科教师数字素养的政策细则还需要在理论研究和实践总结中加以概括和提炼。通过把握和梳理目前思政课教师数字素养提升之必要性与现实条件,在引入胜任力理论作为方法论的基础上对思政课教师数字素养进行框架建构,将思政课教师数字素养划分为基础层、专业层、价值层、核心层与扩展层,并基于框架特点与胜任力成长特点,提出思政课教师数字素养提升培养要通过分层分类培养、完善评价反馈机制、聚焦心理内驱、优质环境促升等策略来实现。At present,the development of digital literacy of teachers in China has a guiding and directional framework.However,the policy rules for digital literacy of ideological and political education(IPE) teachers need to be summarized and refined in theory and practice.By analyzing the necessity and practical conditions for improving the digital literacy of IPE teachers,this paper,based on competency theory,constructs a framework for the digital literacy and divides digital literacy into five levels:fundational,professional,value-based,core and extended.Based on the characteristics of the framework and competency growth,this research proposes a multi-strategy approach to cultivate the digital literacy of IPE teachers,including tiered and categorized training,improving evaluation and feedback mechanisms,focusing on intrinsic motivation,and optimizing environmental support.

关 键 词：思政课教师数字素养 胜任力理论 数字思政 教育数字化转型 

分 类 号：G641[文化科学—高等教育学]