数字化赋能教师数字素养的实现逻辑——基于中国古代哲学“道法术器”的视角被引量：4

The Logical Framework of Implementing Digital Literacy Empowerment for Teacher--Based on the Ancient Chinese Philosophical Perspective of“Dao,Fa,Shu,Qi”

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摘要在教育数字化的演进中,教师的数字素养扮演了关键角色。通过提升教师的数字素养,可以有效地帮助教师应对数字教育改革带来的挑战。运用中国古代哲学中的“道法术器”框架及其相互之间的辩证关系,以“道”确立教师数字素养的顶层追求与认知意识,以“法”建立教师数字素养的制度保障与伦理规范,以“术”关注教师数字素养的关键要素与信息加工,以“器”实施教师数字素养的基本前提与知识技能。然而,当前存在迷道、失法、难术、短器等现实困境,限制了数字化赋能对教师数字素养的提升。因此,要专注研究数字化在赋能教师数字素养方面的路径探析:一是育人之道,积极践行教学相长;二是原则之法,构建数字伦理制度;三是创新之术,培养数字加工能力;四是工具之器,加强数字技能实践。 In the evolution of educational digitalization,teachers digital literacy plays a pivotal role.Enhancing teachers digital literacy effectively helps them to meet the challenges posed by digital education reform.This paper employs the framework of“Dao,Fa,Shu,Qi”from ancient Chinese philosophy and its dialectical interrelations.It establishes the top-level pursuit and cognitive awareness of teachers digital literacy under“Dao”,builds institutional guarantees and ethical norms for teachers digital literacy under“Fa”,focuses on key elements and information processing of digital literacy under“Shu”,and implements basic premises and knowledge skills under“Qi”.However,current challenges such as losing sight of the“Dao”,violating“Fa”,difficulties in mastering“Shu”,and shortcomings in“Qi”limit the enhancement of teachers digital literacy through digital empowerment.Therefore,this study focuses on exploring pathways for digital empowerment in enhancing teachers digital literacy:firstly,the“Dao”of education,actively practicing reciprocal teaching and learning;secondly,the“Fa”of principles,constructing a digital ethics system;thirdly,the“Shu”of innovation,cultivating digital processing capabilities;and fourthly,the“Qi”of tools,strengthening practical digital skills.

作者秦波王俊程宗琴燕周如川 QIN Bo;WANG Juncheng;ZONG Qinyan;ZHOU Ruchuan(Yunnan Normal University,Kunming,Yunnan 650500,China;Zhen Yuan National High School,Puer,Yunan 666500,China;Central China Normal University,Wuhan,Hubei 430079,China)

机构地区云南师范大学镇沅彝族哈尼族拉祜族自治县民族中学华中师范大学

出处《现代教育科学》 2024年第2期90-96,共7页 Modern Education Science

基金 2022年国家社科基金项目“乡村振兴重点帮扶县乡村人才振兴实现路径研究”(项目编号:22BGL229)。

关键词教育数字化教师数字素养路径探析道法术器 educational digitalization teachers digital literacy path analysis Dao,Fa,Shu,Qi

分类号 G434 [文化科学—教育技术学]

作者简介秦波(1994-),男,云南昭通人,镇沅彝族哈尼族拉祜族自治县民族中学二级教师、云南师范大学泛亚商学院硕士生,主要研究方向:教育哲学与数字化教育;宗琴燕(1996-),女,云南大理人,镇沅彝族哈尼族拉祜族自治县民族中学二级教师,主要研究方向:数学教育;周如川(1986-),男,天津宝坻人,东莞职业技术学院党政办职员、讲师,华中师范大学教育学院博士生,主要研究方向:青少年道德教育;通讯作者:王俊程(1979-),男,云南禄劝人,云南师范大学教授,主要研究方向:人力资源管理与高等教育。