欧盟教育者数字素养框架:要点解读与启示

Key Points and Considerations of European Framework for the Digital Competence of Educators

数字化学习时代,助力学习者形成数字素养的教育责任和自身专业发展的诉求,要求教育者具备比以往更加宽泛和复杂的专业数字素养。欧盟在分析以往数字素养框架基础上,面向普通教育、职业教育、成人教育以及特殊教育等各类教育者,从专业能力、教学能力和学习者能力三个范畴,提出了包含6个素养域(即“专业参与域”“数字资源域”“教学与学习域”“评估域”“赋能学习者域”和“促进学习者数字素养域”)、22种数字素养的《欧盟教育者数字素养框架(DigCompEdu)》。该框架将教育者数字素养划分为新手、探索者、整合者、专家、领导者以及先驱者6个能力水平发展阶段,并提供了一套用于测量的发展水平量表及一种可免费使用的多语言在线自我评估工具。其多元文化适用性和多维立体化结构特征,既有助于指导各类教育者数字化专业发展政策研制,又可以为其他国家(区域)验证数字素养评估工具和框架的完整性提供参考,为不同利益相关者快速开发适合其需求的数字素养框架提供借鉴。我国也应构建符合我国国情的教育者数字素养发展框架,为提升教师数字素养、促进数字技术与教育的深度融合、优化数字教育资源、改进教学评估方式、实现个性化学习和全纳学习提供路径参照。

In the digital learning era,learners are encouraged to form their educational responsibility for digital competence and their own demands for professional development,and educators are required to have more extensive and complex professional digital competence than ever before.On the basis of analyzing the previous digital competence framework,the European Union puts forward European Framework for the Digital Competence of Educators(DigCompEdu)for educators of general education,vocational education,adult education and special education and so on to describe educators’specific professional digital competences from three categories of professional competences,educators’pedagogic competences and learners’competences.This framework contains 22 kinds of digital competences in six competence domains(i.e.,“professional engagement domain”,“digital resources domain”,“teaching and learning domain”,“assessment domain”,“empowering learners domain”and“facilitating learners’digital competence domain”),and divides educators’digital competence into six development stages of skill levels,including newcomer,explorer,integrator,expert,leader and pioneer.It also provides a set of development level tables for measurement and a free multilingual online self-assessment tool.Its multi-cultural applicability and multi-dimensional structure characteristics can not only help guide the research and formulation of digital professional development policies for various educators,but also provide references for other countries(regions)to verify the integrity of digital competence assessment tools and frameworks,and provide the reference for different stakeholders to rapidly develop digital competence frameworks that suit their needs.China should also build a digital competence development framework for educators in line with China’s national conditions,which provides a path reference for improving teachers’digital competence,promoting the deep integration of digital technology and education,optimizing digital education resources,improving teaching evaluation methods and realizing personalized learning and inclusive learning.