数字化背景下高校教师素养提升路径探究——基于多变量的实证分析  

Improvement Path of College Teachers’ Literacy Under Digital Background——Empirical Research Based on Multivariate Analysis

作　　者：兰欣雨 Lan Xinyu(Xi’an Siyuan University,Xi’an 710038,China)

机构地区：[1]西安思源学院,西安710038

出　　处：《黑龙江科学》2025年第7期73-75,共3页Heilongjiang Science

摘　　要：聚焦于数字化背景下高校教师素养的提升路径,通过构建两个单因变量回归模型,深入探究教师的数字能力对教学质量与学生满意度的影响。研究结果显示,数字技术应用能力和数字内容创作与分享能力是两个最为关键的因素,其不仅显著提升了教师的教学效率与教学效果,还激发了学生的学习兴趣,提高了学生的满意度。教育背景和教学经验作为控制变量,也对教学质量和学生满意度有正向影响,但相对重要性因具体情境而异。基于研究结果,高校应加强对教师的数字技术培训,鼓励数字内容创作,构建数字资源共享平台,并推动教学模式创新,以全面提升教师的数字素养和教学质量。The study focuses on the improvement path of college teachers’literacy under the digital background,and deeply explores the influence of teachers’digital ability on teaching quality and student satisfaction through constructing two single dependent variable regression models.The results show that digital technology application ability,and digital content creation and sharing ability are two key factors,which not only significantly improve teachers’teaching efficiency and teaching effect,but also stimulate students’learning interest and improve students’satisfaction.As control variables,educational background and teaching experience also have positive effect on teaching quality and student satisfaction,but their relative importance varies with specific contexts.Based on the research results,universities should promote digital technology training for teachers,encourage digital content creation,construct digital resource sharing platform,and promote teaching model innovation,so as to comprehensively improve teachers’digital literacy and teaching quality.

关 键 词：数字化 高校教师素养 学生满意度 数字技术应用能力 数字资源获取 数字内容创作 

分 类 号：G434[文化科学—教育学]