教育数字化背景下幼儿园教师数字化学习力水平的调查研究——以上海市347名幼儿园教师为例

A Study on the Digital Learning Ability of Kindergarten Teachers in the Context of Education Digitization:A Case Study of 347 Kindergarten Teachers in Shanghai

在推进教师队伍数字化建设进程中,数字化学习力是教师的关键能力之一。本研究以上海市347名幼儿园教师为研究对象,调查教师的数字化学习力情况。调查发现,上海市幼儿园教师数字化学习力水平总体较好,各维度中内驱力水平最高、反思力水平最低。从教师群体看,不同性别、专业、行政区域的幼儿园教师数字化学习力总体及各维度水平不存在显著差异。不同年龄、教龄、职务、第一学历、编制和所在园所级别的幼儿园教师的数字化学习力总体及某些维度水平存在显著差异。基于调查结果,本研究提出了提升幼儿园教师数字化学习力水平的相关建议。

In the effort to promote the digitalization of teaching staff,the digital learning ability of teachers has emerged as a crucial skillset.This study delved into the digital learning ability of 347 kindergarten teachers in Shanghai.The survey discovered that the overall level of digital learning ability among Shanghai's kindergarten teachers is relatively high,with the highest competency being internal motivation and the lowest being reflective ability.When examining teacher demographics,there were no significant differences in overall digital learning ability and its various dimensions among kindergarten teachers with varying genders,majors,and administrative regions.However,there were marked diferences in overall digital learning ability and specific dimensions among kindergarten teachers with differing age,teaching experience,position,first degree,staffing,and kindergarten level.Based on the survey's findings,this study provides relevant recommendations for enhancing the digital learning ability levels of kindergarten teachers.