特殊教育教师数字素养培育的逻辑、困境与突破路径
The Logic,Dilemmas,and Breakthrough Paths of Cultivating the Digital Literacy of Special Education Teachers
陈小饮 1黄格敏 2申仁洪3
作者信息
- 1. 陕西师范大学教师发展学院,西安,710062
- 2. 长沙市特殊教育学校,长沙,410000
- 3. 重庆师范大学重庆市课程与教学研究基地,重庆,401331
- 折叠
摘要
在教育数字化转型背景下,特殊教育教师数字素养是特殊教育高质量发展的重要内生变量.特殊教育教师数字素养的培育具有独特逻辑,即以顶层设计形成教育合力、借助技术变革均衡资源供给、凭借模式优化夯实支持服务、依托职业分析优化培育内容.当前,特殊教育教师数字素养培育面临着教育治理单向度、资源管理效能不足、职前职后培育脱节、评价针对性欠佳的现实困境.本文基于协同创新理论,提出三条推进路径:多元主体驱动,共建育人生态;发展数字素养框架,指导特教教师行动;搭建素养培育平台,实现资源配置共享.
Abstract
In the context of digital transformation in education,the digital literacy of special education teachers is an important endogenous variable for the high-quality development of special education.The cultivation of special education teachers'digital literacy has its own unique logic,namely,forming educational synergy by top-level design,balancing educational resource supply with the help of technological change,consolidating support services with mode optimisation,and relying on career analysis to optimize the content of cultivation.Currently,the cultivation of special education teachers'digital literacy faces the real dilemmas of unidimensional governance in education,insufficient efficiency of resource management,disconnection between pre-service and post-service cultivation,and poorly targeted evaluation.Based on the theory of collaborative innovation,this paper proposes three promotion paths:driven by multiple subjects to jointly build a cultivation ecology;developing a digital literacy framework to guide the actions of special education teachers;and building a literacy cultivation platform to achieve resource allocation and sharing.
关键词
特殊教育教师/数字素养培育/逻辑/困境/突破路径Key words
special education teacher/digital literacy cultivation/logic/breakthrough paths引用本文复制引用
基金项目
2020年国家社会科学基金项目(20BSH034)
出版年
2024
NETL
NSTL
万方数据