教师数字胜任力框架研究述评

Systematic Review on Teachers’ Digital Competence Frameworks

数字技术的广泛应用,推动了教师数字胜任力研究的日益丰富,但相关概念与框架难以系统理解与对比。本研究通过数据库搜索和文本分析,系统梳理了教师数字胜任力研究发展阶段,提炼出较有影响力的框架,从组织类型、框架目标、建构理念、胜任力要素及社会伦理责任等维度进行对比分析,发现现有框架可分为概念型与内容型(清单型与发展型),总体涉及技术、教学、伦理和态度四大胜任力域,在流行地域、影响范围、表述术语和基础能力设置等方面存在明显差异,对数字化应用、促进学生发展和教师发展的侧重程度及对社会伦理责任的理解各有不同。研究有望为数字时代我国教师数字胜任力理论建构、实践探索及教师教育发展提供借鉴。

The comprehensive application of digital technology has led to a flourish of teacher’s digital competence research.But the abundant concepts and frameworks are difficult for systematic interpretation and comparison.Through the multi-database research and the content analysis of the available researches,this paper attempts to give a systematic review on the development processes of digital competence,and extract the related influential frameworks,and thereby to propose a comparison analysis on their construction types,objectives,construction ideas,competence elements,and social ethical responsibilities.It is found that the current frameworks could be classified into conceptual and content(list/development)types,generally involving four domains of technology,instruction,ethics and attitude,distinct differences existing in their popular regions,influence zones,terms and basic ability settings,and disparate emphasis on digital employment and the development of students and teachers,and the understandings of social ethical duties.All these could contribute to theoretical development,practice explorations,and teacher education of digital competence of China in the digital era.