基于国家标准框架的幼儿园教师数字素养研究

Research on Digital Literacy of Kindergarten Teachers in China Based on the Framework of “National Standards for Teachers' Digital Literacy”

数字素养是新时期幼儿园教师专业素养的重要组成部分。本研究基于《教师数字素养》框架对我国东、中、西部六个省(自治区、直辖市)2 179名幼儿园教师的数字素养进行了调查。结果显示,我国幼儿园教师数字素养整体处于中等水平,“数字技术知识和技能”与“数字化应用”素养水平较低;不同地区、不同办学性质的幼儿园教师数字素养数字鸿沟显著;幼儿园教师年龄和教龄越高,数字素养越低;专业出身的幼儿园教师数字素养显著低于非专业出身的幼儿园教师。因此,本研究提出以下建议:树立整体观念,全面提升幼儿园教师数字素养;加大政策支持,弥合地区与幼儿园之间的数字鸿沟;突出课程育人作用,将数字素养培育融入学前教育专业课程设计;推广微认证与微专业,助推幼儿园教师专业发展。

Digital literacy is an integral part of the professional literacy of kindergarten teachers in the new era.Based on the framework of “National Standards for Teachers' Digital Literacy”,this research investigated the digital literacy of 2179 kindergarten teachers in six provinces(autonomous regions or municipalities) in the eastern,central,and western regions of China.The results show that the overall digital literacy of kindergarten teachers in China is in the middle level,and the level of“digital technology knowledge and skills”and “digital application”is low in the first-level literacy.The“Digital Gap”of information literacy of kindergarten teachers is significant between eastern and central regions,urban and rural areas,and schools of different characteristics.The higher the age and teaching age of kindergarten teachers,the lower the digital literacy.The digital literacy of kindergarten teachers who graduated from university is significantly lower than that of kindergarten teachers from others.The research has the following suggestions:Establish a holistic concept and comprehensively enhance the digital literacy of teachers in kindergarten.Increase policy support to bridge the digital divide.Emphasize course education and integrate digital literacy cultivation into the course design of preschool education majors.Extend micro certification and micro majors to promote the professional development of kindergarten teachers.