数字化转型背景下高职院校教师数字素养提升的困境、诉求与路径

The Predicament,Demand and Path of Digital Literacy Promotion of Vocational College Teachers under the Background of Digital Transformation

我国颁布的《教师数字素养》教育行业标准为教师数字素养培育提供了基准。高职院校教师数字素养具有时代性、职业性和特殊性的特征,当前面临的现实困境是:职业技术与数字技术简单类同化,数字意识强但是行动力低;数字技术知技储备单一化,数字化学业评价实践不均衡;数字化发展内驱力不足,数字化教学研究与创新能力欠缺。高职院校教师数字素养提升具有“四重”诉求:时代诉求——要顺应教育数字化转型赋能;框架诉求——要以职业教育特殊性为聚向靶标;技术诉求——要探索基于体系的迭代升级;实践诉求——要积极借鉴国外经验。高职院校教师数字素养提升路径是:提升高职院校教师职业认知,强化“数字认知―职业技能”的数字意识链路;优化高职院校教师数字环境,紧密“数据平台—数字生态”的数字适应链条;完善高职院校教师综合评价,健全“数据评价—专业发展”的数字教研支撑。

China has issued industry standards for teachers'digital literacy to provide a benchmark for cultivating teachers'digital proficiency.Digital literacy in higher vocational colleges possesses characteristics of timeliness,professionalism,and specificity.They currently encounter practical obstacles,including the simplified equation of technological and professional abilities with digital technology.This results in strong digital consciousness but limited motivation to act.Moreover,their knowledge and skill reserves in digital technology are limited,and there is an imbalance in the evaluation of digital learning performance.Lastly,there is a lack of internal drive for digital development and insufficient ability to conduct innovative research and teaching using digital technology.The improvement of teachers'digital literacy in higher vocational colleges has four demands:the demand for the times refers to adapting to educational digital transformation to empower;the demand for the framework refers to focusing on the particularity of vocational education;the technical demand refers to exploring iterative upgrading based on systems;and the practical demand refers to actively drawing on foreign historical experiences.The path to improving teachers'digital literacy in higher vocational colleges includes:enhancing teachers'professional recognition in higher vocational colleges,strengthening the digital awareness link between digital cognition and vocational skills;optimizing the digital environment for teachers in higher vocational colleges,closely linking the digital adaptation chain between data platforms and digital ecosystems;improving comprehensive evaluation of teachers in higher vocational colleges,and perfecting the digital research support of data evaluation-professional development.