“三期叠加”背景下中小学教师数字素养提升的系统化路径研究  

Research on Systematic Pathways for Improving Digital Literacy of Primary and Secondary School Teachers in the Context of"Three-phase Overlay"

作　　者：任艳红 刘峰 REN Yanhong;LIU Feng(Sports School of Zhangye,Zhangye Gansu 734000;China National Academy of Educationl Sciences,Beijing 100088)

机构地区：[1]张掖市体育运动学校教务科,甘肃张掖734000 [2]中国教育科学研究院培训中心,北京100088

出　　处：《电化教育研究》2025年第5期116-120,128,共6页E-education Research

摘　　要：文章在“三期叠加”的特殊背景下,研究了中小学教师数字素养提升的问题。研究目的旨在探索提升教师数字素养的意义、面临的现实困境及系统化发展路径。方法上,文章首先分析了教师数字素养在教育现代化中的重要地位,随后指出了当前教师在数字素养提升过程中存在的诸多问题。为解决这些问题,研究提出了“5-1-2三维联动发展模型”,通过“5维协同”机制整合资源,“1体贯通”实施体系构建支持系统,“双核驱动”创新引擎激发教师发展动力。结果显示,该模型能够有效破解教师数字素养发展的困境。结论认为,该模型为提升教师数字素养提供了切实可行的路径,对推动教育高质量发展具有重要理论和实践价值,为构建高质量教育体系提供了专业化人才支撑。This study examines the enhancement of digital literacy of primary and secondary school teachers in the special context of"three-phase overlay".The purpose of the study is to explore the significance of improving teachers'digital literacy,identify realistic dilemma they face,and propose systematic pathways for advancement.Methodologically,the study first analyzes the importance of teachers'digital literacy in the modernization of education,and then points out the problems existing in current digital literacy enhancement processes.In order to solve these problems,the study proposes a"5-1-2 three-dimensional linkage development model",which integrates resources through a"5-dimensional synergy"mechanism,constructs a support system via a"holistic implementation system",and promote teachers'development through a"dual-core driving"innovation engine.The results show that the model can effectively resolves the problems in teachers'digital literacy development.It is concluded that the model provides a practical path for improving teachers'digital literacy,which is of great theoretical and practical value for promoting high-quality educational development,and provides professional talent support for building a high-quality education system.

关 键 词：中小学教师 数字素养 三期叠加 5-1-2三维联动发展模型 

分 类 号：G434[文化科学—教育学]