区域中小学教师数字素养进阶发展路径的探索与实践:从鸿蒙到智慧

Exploration and Practice of the Advanced Development Path of Digital Literacy for Regional Basic Education Teachers:From the Primordial State to the Intelligent State

中小学教师数字素养水平关乎教育数字化转型进程和数字化人才培养质量。本研究从布鲁姆认知学习理论出发,基于问卷调查法、案例分析法等,构建了中小学教师数字素养“四态”进阶发展模型,即鸿蒙态、觉醒态、融合态和智慧态,依据此模型提出了中小学教师数字素养模型的实施建议并在区域内进行了应用。该模型旨在适应教育数字化转型的趋势,为培养专业化、创新型的教师队伍提供理论支持和实践参考。

The digital literacy level of basic education teachers affects the process of educational digital transformation and the quality of cultivating digital talents.Starting from Bloom's cognitive learning theory and based on methods such as questionnaire surveys and case analysis,this study constructs a four-state advanced development model of digital literacy for basic education teachers,namely the primordial state,awakening state,integration state,and intelligent state.According to this model,implementation suggestions for the digital literacy model of basic education teachers are put forward and applied in regions.This model aims to adapt to the trend of educational digital transformation and provide theoretical support and practical references for cultivating a professional and innovative teaching team.