教师数字素养提升路径:共同体视域下国际多案例的比较分析

Path to Teacher Digital Literacy Improvement:A Comparative Analysis of International Multi-case from the Community Perspective

教育数字化转型是数字时代发展的必然趋势,教师作为落实教育数字化战略的核心和关键,其数字素养培养已成为国内外教育领域的关注重点。以国际上5个典型教师数字素养培养项目为多案例研究对象,在“教师共同体”的考察视角下,基于活动理论从主体、目标、共同体、工具、规则和社会分工进行比较分析,总结梳理出四个培养项目设计特征:以实践导向的设计为理念,加强共同参与的培训主体,具有完备的支持性条件,制定结构化的过程模型。据此,结合我国实际情况,建议探索教师数字素养的校本研修模式,强化教师数字素养培养的专业支持,创建相关支撑机制,营造教师数字素养培养的群体文化,不断改进我国教师数字素养教育。

Educational digital transformation is an inevitable trend in the digital age.Teachers,as the core and key to implementing educational digital strategies,have drawn significant attention in fostering digital literacy domestically and internationally.This study conducts a comparative analysis of five typical international projects on teacher digital literacy development from the perspective of"teacher community"The study compares and analyzes these projects from six aspects of subject,object,community,tools,rules,and division of labor based on activity theory,and summarizes four design features:practice-oriented design concepts,participatory training subjects,comprehensive supportive conditions,and structured process models.According to these findings and Chinese context,particular paths are proposed to enhance teacher digital literacy:exploring school-based professional development models,strengthening professional support,establishing support mechanisms and fostering a community culture for teacher digital literacy development.This research aims to provide valuable insights for improving digital literacy education among Chinese teachers.