高职教师数字素养测评指标体系研究

On Evaluation Index System of Teachers’Digital Literacy in Higher Vocational Colleges

基于素养的本质含义和当前人们对数字素养的基本共识,提出高职教师数字素养的含义。根据高职教师的“双师型”特点,从基础、专业、身份三个层面分析高职教师数字素养的构成要素,提出“314”结构模型。从单专业、多身份(教师/技师/社工/科工)角度梳理了高职教师理应掌握的数字化知识和技能,构建了高职教师数字素养测评指标体系。

Based on the essential meaning of literacy and the basic consensus of people on digital literacy,this paper gives the implication of digital literacy for higher vocational teachers.In light of the characteristics of double-qualified teachers in higher vocational colleges,the paper analyzes the components of digital literacy of higher vocational teachers from such three levels as foundation,specialty and identity,and presents a three-one-four structure model.Besides,it sorts out the digitalized knowledge and skills that higher vocational teachers should master from the perspective of single specialty and multiple identities(teacher/technician/social worker/science worker).Furthermore,it constructs an evaluation index system of higher vocational teachers’digital literacy.