高职教师数字素养现状及提升策略——基于广东省928名教师的调研分析

The Current Situation and Improvement Strategies of Digital Literacy of Vocational College Teachers——Base on the survey and analysis of 928 teachers in Guangdong Province

高职教师数字素养的提升是深化产教融合、促进数字化人才培养、推动教育改革和创新的内在要求。笔者采用自编调查问卷对广东省928名高职教师数字素养进行调研,内容包括数字化认知与意识、数字技术知识与技能、数字化应用与评价、数字化安全与责任、数字化专业发展5个维度,共36个具体题项。调研结果显示,高职教师数字素养总体水平处于良好等级,但各个维度发展水平呈现不平衡性;不同年龄、不同教龄、所在院校不同办学性质的教师数字素养水平存在着显著差异。对此,笔者提出高职教师数字素养提升策略:第一,从“不为”到“愿为”,提高教师数字素养的主体意识;第二,从“愿为”到“能为”,推动教师数字素养的行动转化;第三,从“能为”到“亲为”,促进数字教育创新与持续学习。

Enhancing the digital literacy of vocational college teachers is an inherent requirement for deepening the integration of industry and education,promoting the cultivation of digital talents and advancing educational reform and innovation.A self-designed survey questionnaire was used to investigate the digital literacy of 928 vocational college teachers in Guangdong Province,including five dimensions:digital cognition and awareness,digital technology knowledge and skills,digital application and evaluation,digital security and responsibility and digital professional development,with a total of 36 specific items.The results show that the overall level of digital literacy of vocational college teachers is at a good level,but there is an imbalance in the development level of various dimensions;There are significant differences in the level of digital literacy among teachers of different ages,teaching experience and the nature of their education.To this end,strategies for improving the digital literacy of vocational college teachers are proposed:From“not doing”to“willing to do”,enhancing the subject consciousness of teachers’digital literacy;From“willing to do”to“able to do”,promoting the action transformation of teachers’digital literacy;From‘capable’to‘hands-on’,promoting the digital education innovation and continuous learning.