The cultivation of digital technology competencies among teachers in rural vocational schools is driven by three main factors:the policy motivations arising from the national top-level design in response to the development of the digital age;the technical motivations stemming from a survival crisis faced by teachers amidst the digitalization of education;and the educational motivations associated with the emergence of new forms of digital education in the contemporary era.Currently,the cultivation of digital competencies among teachers in rural vocational schools encounters multiple dilemmas,primarily characterized by a dislocation in the relationship between teaching activities and digital technology,leading to teachers'resistance towards adopting digital tools.Additionally,the alienation of the internal teaching evaluation system within these schools diminishes teachers'enthusiasm for developing digital skills,compounded by a subpar cultural environment that lacks the cultural elements necessary for fostering the advancement of digital technology.To enhance the effectiveness of cultivating digital competencies among teachers in rural vocational schools,it is imperative to construct an integrated training system that encompasses"cognition-technology-ethics,"thereby solidifying the foundational basis for teachers'digital capacity development.Furthermore,establishing a"personalized-precise-systematic"digital teaching resource platform will enrich the resources available for cultivating teachers'digital competencies.Lastly,creating a collaborative platform characterized by"co-construction,sharing,and mutual prosperity"across disciplines will optimize the developmental environment for teachers'digital capabilities.
关键词
农村职业教育/数字化能力/教师专业发展/数字伦理/教育数字化转型
Key words
rural vocational education/digital competence/teacher professional development/digital ethics/digital transformation of education
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