教师数字资源利用的鸿沟现象及其弥合路径——基于一项全国性大样本教师数字素养调查的数据

The Divide in Teachers’Digital Resources Utilization and the Path to Bridging the Gap——Analysis Based on a Nationwide Survey of Teachers’Digital Literacy

“教育资源数字化”效益最大化的必要条件是教师有能力实现“数字资源的教育化”。如果教师不具备数字资源利用素养,就无法将各类数字资源切实应用于自己的课堂中。该研究基于一项全国性大样本教师调查数据,对“教师数字资源利用素养”的鸿沟现象进行深入分析。在内容鸿沟方面,教师的教育观念更新是滞后于教育能力提升的,具体表现为“数字资源利用素养”的“差异递增现象”:“数字化学习资源利用”状况并未呈现出显著差异,“数字化教学资源利用”状况在城乡因素上呈现出显著差异,而“提升学生数字化资源利用”状况在性别、学段、城乡三个影响因素上呈现出显著差异。在对象鸿沟方面,女性教师和小学教师呈现出教师数字素养的“逆袭”特征,城乡差异和区域差异呈现出“层次分歧”现象。基于以上发现,研究者提出明确数字资源利用素养框架、构建“评价-培训”动态循环提升机制、推动数字资源利用素养提升的“日常化”三方面建议,以期弥合教师端引发的继生性数字鸿沟。

A requisite for maximizing the benefits of digitalization of educational resources is the ability of teachers to realize the education of digital resources.If teachers lack the digital literacy of digital resources utilization,they will struggle to effectively incorporate diverse digital resources within their classrooms.The current study conducted an in-depth analysis of the content differences and influencing factors of digital resources utilization as a specific digital literacy based on data from a nationwide survey.Regarding the digital divide in content,the update of teachers’instructional belief lagged behind the improvement of instructional capabilities.Specifically,it was manifested in the various discrepancy in different levels of digital resources utilization.There were no significant differences in the general digital resources’utilization.However,there were significant differences in the digital teaching resources’utilization between urban and rural areas.Furthermore,the enhancement of students’digital resources utilization showed significant differences in gender,educational level,and urban-rural factors.Regarding the digital divide among teacher demographics,female teachers and primary school teachers exhibited resistance in terms of teachers’digital literacy compared to their counterparts.Additionally,urban-rural differences and regional differences manifested distinct variations.Based on the above findings,three suggestions were put forward to bridge the secondary digital divide caused by teachers:clarifying the framework of teachers’digital resources utilization literacy,building a dynamic improvement cycle through evaluation and training,and promoting the day-to-day improvement of digital resources utilization literacy.