职前教师数字教学能力框架与培养路径研究

Study on the Framework and Cultivation Path of the Digital Teaching Competence for Pre-service Teachers

我国正处于教育数字化转型阶段,教师数字教学能力的高低是衡量转型成功与否的关键。目前,关于数字教学能力培养的研究大多聚焦于在职教师,对职前教师关注度不够。因此,本研究对已有文献进行分析归纳,从课前准备、课堂教学、课后提升三个教学环节构建职前教师数字教学能力框架,包括数字教学设计、数字课程开发、数字教学实施、数字教学组织、数字教学评价、数字教学反思与数学教学研究能力7个二级维度,以及35个三级维度。同时,围绕教学支持和个人发展视角探讨当前学校培养、个人发展、社会需求三个因素对职前教师数字教学能力习得与发展的影响,据此提出夯实数字教育教学理论知识、制定明晰的数字职业生涯发展规划、构建数字教学能力提升学习共同体以及实施赛训一体化培养模式四条培养路径,为职前教师数字教学能力培养提供理论与实践思路。

China is in the stage of digital transformation in education,and the level of teachers'digital teaching competence is the key to measuring the success of the transformation.Currently,most of the research on the cultivation of digital teaching competence focuses on in-service teachers,with insufficient attention given to pre-service teachers.Therefore,this article analyzes and summarizes the existing literature,and constructs a framework of pre-service teachers'digital teaching competence from the three teaching links of pre-class preparation,in-class teaching and post-class enhancement;it includes seven secondary dimensions:digital teaching design,digital course development,digital teaching implementation,digital teaching organization,digital teaching evaluation,digital teaching reflection,and digital teaching research abilities,along with 25 tertiary dimensions.Simultaneously,this article explores the impact of three factors-school cultivation,personal development,and societal demands-on the acquisition and development of pre-service teachers'digital teaching competence from the perspectives of teaching support and personal development;Based on the influencing factors,four cultivation paths are proposed:strengthening the theoretical knowledge of digital education and teaching,formulating a clear digital career development plan,constructing a learning community for improving digital teaching competence,and implementing the"competition and training integration"cultivation mode,to provide theoretical and practical ideas for the cultivation of digital teaching competence of pre-service teachers.