摘要
随着教育数字化战略的深入推进,教师数字素养已成为推动教育高质量发展的核心要素。开展教师数字素养的长期动态追踪研究,有助于揭示其发展规律与作用机制,为科学决策与精准赋能提供数据支撑与理论依据。该研究基于2019—2023年对同一地区中小学教师数字素养的持续追踪,依托五年累计获得的169,405份测评样本,综合运用回归分析、非线性趋势建模、聚类分析与多层线性模型等方法,系统探讨了教师数字素养的发展趋势、演进路径及其关键影响机制。研究发现:(1)教师数字素养整体水平呈现稳步提升趋势,性别、学历与学段对教师数字素养发展速度具有显著调节作用;(2)不同区域教师发展路径呈现出从“意识驱动”到“责任导向”再到“能力成熟”的跃迁序列,乡村教师表现出后发增长优势,城乡差距正逐步缩小;(3)教师数字素养发展水平受个体特征、区域环境与时间进程三重因素的协同驱动,其中区域教育数字化发展水平发挥着重要作用。研究结论为教师队伍发展策略优化与区域教育数字化治理提供了参考。
With the implementation of the educational digitalization strategy,teachers’digital literacy has become a core element in promoting high-quality educational development.Conducting long-term dynamic tracking of teachers’digital literacy helps to understand its developmental patterns and underlying mechanisms,thereby providing theoretical support and data-based evidence for decision-making and targeted interventions.Based on continuous tracking of primary and secondary school teachers in the same region from 2019 to 2023,this study draws upon 169,405 valid assessment samples collected over five years.By employing regression analysis,nonlinear trend modeling,cluster analysis,and multilevel linear modeling,the study explores the development trends,differentiated evolution paths,and key influencing mechanisms of teachers’digital literacy.The results reveal that:(1)teachers’overall digital literacy show a steady upward trend,with gender,educational background,and teaching stage significantly moderating the pace of development;(2)teacher development paths in different regions follow a sequential pattern from“awarenessdriven”to“responsibility-oriented”and then to“capability-integrated,”with rural teachers demonstrating latecomer advantages and a gradual narrowing of the urban-rural gap;(3)the development of teachers’digital literacy is jointly influenced by individual characteristics,regional contexts,and temporal progression,with the level of regional educational digitalization playing a crucial role.These findings provide valuable insights for optimizing teacher development strategies and enhancing regional governance of educational digitalization.
作者
周驰
杨会云
李佳平
陈敏
Zhou Chi;Yang Huiyun;Li Jiaping;Chen Min(National Engineering Research Center for E-learning,Central China Normal University,Wuhan 430079,Hubei;Faculty of Artificial Intelligence in Education,Central China Normal University,Wuhan 430079,Hubei;Educational Informatization Strategy Research Base Ministry of Education,Central China Normal University,Wuhan 430079,Hubei)
出处
《中国电化教育》
北大核心
2025年第9期115-125,共11页
China Educational Technology
基金
教育部人文社会科学研究一般项目“多模态学习分析视角下教师教学反馈状态及其作用机制研究”(项目编号:23YJC880158)
国家自然科学基金面上项目“信息素养视角下融合多模态数据的教师课堂教学质量评价关键技术研究”(项目编号:62277020)研究成果。
关键词
教师数字素养
纵向演进
发展路径
多层影响分析
teachers’digital literacy
longitudinal evolution
development pathways
multilevel impact analysis
作者简介
周驰:讲师,博士,硕士生导师,研究方向为教师数字素养、教育数字化评估;杨会云:在读博士,研究方向为教师数字素养;李佳平:在读博士,研究方向为教师数字素养;通讯作者:陈敏:副研究员,博士,博士生导师,研究方向为教师数字素养、教育数字化评估。
