数智时代提升农村幼儿园教师信息素养,敢问路在何方?——基于我国西部某省19个县(市)调查数据的实证分析  

Enhancing Rural kindergarten Teachers’Information Literacy in the Age of Digital Intelligence,Dare I Ask Where the Road Lies?——Empirical Analysis Based on Survey Data from 19 Counties(Cities)in a Province in Western China

作　　者：唐苗苗 夏巍 徐东 TANG Miao-miao;XIA Wei;XU Dong(School of Education Science,Northwest Normal University,Lanzhou 730070,China;School of Preschool and Primary Education,China West Normal University,Nanchong 637000,China;School of Teacher Education,China West Normal University,Nanchong 637000,China)

机构地区：[1]西北师范大学教育科学学院,甘肃兰州730070 [2]西华师范大学学前与初等教育学院,四川南充637000 [3]西华师范大学教师教育学院,四川南充637000

出　　处：《陕西学前师范学院学报》2025年第4期19-29,共11页Journal of Shaanxi Xueqian Normal University

基　　金：教育部人文社会科学重点研究基地重大项目(22JJD880015);甘肃省研究生“创新之星”资助项目(2025CXZX-328)。

摘　　要：在数字技术与教育融合的背景下,传统的教师知识体系已经不能适应数智时代提出的新要求。信息素养作为教师核心素养的重要组成部分,已经成为衡量个体适应社会发展的重要指标之一。本研究关注如何有效提升农村幼儿园教师的信息素养。基于混合研究方法,选取西部某省19个县(市)523名农村幼儿园教师为样本,运用量化工具与结构方程模型,系统构建了涵盖地域政策导向、园所环境及个人特质等维度的农村幼儿园教师信息素养影响机制模型。因此,提出构建信息化教学激励机制,促进教师“角色转型”;建立信息设备管理体系,提供教师“保障支持”;完善信息素养培训一体化制度,给予教师“转型途径”;推进“认知—接收—实践”三策略,唤醒教师“角色意识”的策略。In the context of the integration of digital technology and education,the traditional knowledge system of teachers can no longer adapt to the new requirements put forward by the digital age.Information literacy,as an important part of teachers’core literacy,has become one of the most important indicators of an individual’s adaptation to social development.This study focuses on how to effectively improve the information literacy of rural kindergarten teachers.Based on a mixed-methods research design,a sample of 523 rural kindergarten teachers in a western province was selected,and a model of the influence mechanism of rural kindergarten teachers’information literacy covering the dimensions of geographical policy orientation,garden environment and personal traits was systematically constructed by applying quantitative tools and the theoretical framework of structural equation modelling.Therefore,it is proposed to build an incentive mechanism for information technology teaching to promote teachers’“role transformation”;establish an information equipment management system to provide teachers with“protection support”;improve the integrated system of information literacy training to give teachers“transformation pathways”;and improve the information literacy training system to promote three strategies of“cognition-reception-practice”to awaken teachers’‘role awareness’.

关 键 词：数智时代 农村 幼儿园教师 信息素养 作用机制 

分 类 号：G615[文化科学—学前教育学]