高校教师数字素养整合模型及提升策略

The Integrated Model and Elevation Strategy of College Teachers’Digital Literacy

基于素养的含义以及当前人们对于数字素养的共识,给出了高校教师数字素养的含义。剖析了高校教师数字素养的构成要素,提出了高校教师数字素养“6+N彗星”整合模型,从基础到专业,列举了高校教师数字素养理应包含的具体数字化知识和技能。该模型具有可操作性、可扩展性。提出了高校教师提升数字素养的“333”(“三主体三阶段三原则”)策略框架,从教师、高校、政府三个主体探讨了协作提升高校教师数字素养的十点策略,该策略切实可行、容易推广。本研究所提的“6+N彗星”整合模型和“333”策略框架对高校教师数字素养的有效提升有重要的现实指导意义。

Based on the meaning of literacy and the current consensus on digital literacy,this paper defines the meaning of college teachers’digital literacy.It also analyzes the elements of college teachers’digital literacy,and puts forward the“6+N comet”integrated model of college teachers digital literacy,lists specific knowledge and skills,from the basic to the professional,that should be included.The model is operable and expandable.The strategic framework of“333”“(three subjects,three stages,three principles)”for the elevation of college teachers’digital literacy is put forward,and the specific strategies for the collaboration of teachers,colleges,government to elevate college teachers’digital literacy are discussed.The ten strategies mentioned are feasible,easy to popularize.The integrated model of“6+N comet”and the strategic framework of“333”proposed in this paper have important realistic guiding significance for its effec tive elevation.