摘要
采用问卷调查法,选取了来自国家开放大学的 1 260 名基层中小学教师学员作为样本,对这些中小学教师的数字素养能力情况展开调查,采用描述性统计、差异检验、聚类分析等方法来进行分析,研究发现,中小学教师数字素养整体一般,数字知识和技能得分较低;来自不同学校类型、职称、工作年限的中小学教师群体的数字素养存在显著差异.文章基于调查结果针对课程建设提出坚持能力需求导向、实践与应用性和整合与支持性的课程建设原则、明确教师数字素养课程目标、建设多样、系统的数字素养课程内容、实施自主与合作相结合的教学方法、建立数智融合驱动的教学评价模式等建议,以期对提升基层中小学教师数字素养有所帮助.
Abstract
The paper uses the questionnaire survey method,selects 1 260 grassroots primary and secondary school teachers from the Open University of China as samples to investigate their digital literacy ability.Descriptive statistics,test of variance,cluster analysis,and other methods are used for analysis.The findings show that the overall digital literacy of primary and secondary school teachers is not high,with lower scores in digital knowledge and skills,and that there are significant differences in digital literacy among primary and secondary school teachers from different types of schools,professional titles,and years of work.Based on the survey results,this paper puts forward the suggestions of adhering to the principles of competence demand orientation,practical and applied,and integrated and supportive curriculum construction,clarifying the objectives of teachers'digital literacy courses,constructing diversified and systematic digital literacy course contents,implementing the teaching methods that combine autonomy and cooperation,and setting up a teaching evaluation model driven by the integration of digital and intellectual knowledge in an attempt to help improve the digital literacy of primary and secondary school teachers at the grassroots level.
基金项目
中国儿童中心人工智能教育研究院立项项目(2024)(CNCCY_JY2024013)
国家自然科学基金面上项目(2022)(72274234)
国家民委高等教育教学改革研究项目(2023)(23225)
中央民族大学"一流本科课程"建设项目(2023)()
NETL
NSTL
万方数据