高职院校教师数字素养现实样态与提升策略——基于北京市279名专任教师的实证分析

The Current Status of Digital Literacy and Strategies for Enhancement among Teachers in Higher Vocational Colleges——An Empirical Analysis Based on 279 Full-time Teachers in Beijing

通过随机抽样的方式对北京市279名高职院校专任教师的数字素养进行调查,结果显示:教师数字素养处于中等偏上水平;不同性别、不同年龄段、不同教龄段和不同学历水平的教师数字素养总体水平不存在显著性差异;不同任教专业的教师存在显著性差异。教师在办公软件的应用和熟练程度上表现较好,在多媒体软硬件的应用和熟练程度上表现较差。基于上述调研结论,高职院校教师数字素养的提升策略是:内外推动,激发教师主体自觉;应用驱动,提升教师数字技能;靶向发力,分类提升教师数字素养;结合实际,完善教师数字素养评价体系;持续学习,推动教师数字素养与专业发展共生共长。

This study surveyed the digital literacy of 279 full-time teachers from higher vocational colleges in Beijing using a random sampling method.The results show that the overall digital literacy of the teachers is at an above-average level.There were no significant differences in the digital literacy levels of teachers based on gender,age group,years of teaching experience or educational background.However,significant differences were found among teachers from different teaching disciplines.Teachers performed well in the use and proficiency of office software,but their performance in the use and proficiency of multimedia software and hardware was relatively weak.Based on these findings,strategies are proposed to enhance the digital literacy of higher vocational college teachers:promoting both internal and external motivation to inspire teachers’active participation;applying a skills-driven approach to improve teachers’digital abilities;targeting specific areas to enhance digital literacy based on teacher categories;integrating practical considerations to improve the evaluation system for teachers'digital literacy;and encouraging continuous learning to support the simultaneous development of teachers’digital literacy and professional growth.