微认证:重塑教师数字素养的新引擎--来自美国的个案分析

Micro-credential:A New Engine for Reshaping Teachers’Digital Literacy--A Case Analysis from the United States

教师数字素养是推动我国教育数字化转型的关键软实力,其培训与评价应指向实践取向、循证决策,然而目前现实情况却不容乐观。微认证体现了工作场景和实践能力指向的发展性评价理念,耦合了教师专业发展的复杂实践性和自我反思性的特征。本研究以美国“数字承诺”平台开发的教师数字素养微认证项目为例,深入剖析项目运行的内在逻辑,按照明确参与主体、培训谁、为什么培训、怎样培训、如何保证持续有效的递进关系,总结出微认证促进教师数字素养提升的实践路径:“分工明确、各司其职”“基于角色、微观设计”“需求导向、能力为本”“依据规范、坚持循证”“系统规划、绩效管理”,以期为我国开展教师数字素养培训与评价提供启示和借鉴。

Teachers’digital literacy is a key soft power to promote the digital transformation of China’s education,and its training and evaluation should point to practice orientation and evidence-based decision-making,yet the current actual situation is not optimistic.Micro-credential embodies the developmental evaluation concepts pointing to work scenarios and practice competencies,coupling the complex practical and self-reflective characteristics of teachers’professional development.This study takes the micro-credential program of teachers’digital literacy developed by Digital Promise,one of the micro-credential providers in the U.S.,as an example,and analyzes the internal logic of the program’s operation in depth,and summarizes the practical path of using micro-credential to promote the improvement of teachers’digital literacy,in accordance with the progressive relationship of clarifying who is to be trained,why is to be trained,how is to be trained,and how to be sustainable and effective:role-based,micro-design,demand-oriented,competence-based,based on norms,adherence to evidence-based,systematic planning,performance management,which provides inspiration and reference for the development of teacher’s digital literacy training and evaluation in China.