摘要
近年来,中央从政策层面大力支持教师数字素养的培养,将提升教师数字素养作为教育改革发展的重要任务。本文首先构建了数字意识、数据知识储备、数字教学应用能力、数字安全、数字专业发展、数字交流共享等六个维度评价指标体系,并给出了基于熵权法的模糊综合评价模型。然后,对湘西州乡村中小学教师的数字素养现状进行了调研和数据采集,运用所给出的模糊综合评价模型对该地区的中小学教师的数字素养进行了评价。结果表明,教师在数字交流共享方面表现突出,而数字教学应用仍面临挑战。最后,给出了针对乡村中小学教师数字素养提升的策略与建议。In recent years, the central government has strongly supported the cultivation of teachers’ digital literacy from a policy perspective, positioning the enhancement of teachers’ digital literacy as a critical task for educational reform and development. This paper first constructs an evaluation index system with six dimensions: digital awareness, data knowledge reserve, digital teaching application ability, digital security, digital professional development, and digital communication and sharing. A fuzzy comprehensive evaluation model based on the entropy weight method is provided. Subsequently, a survey and data collection were conducted on the current status of digital literacy among rural primary and secondary school teachers in Xiangxi Prefecture. The proposed fuzzy comprehensive evaluation model was applied to assess the digital literacy of these teachers. The results indicate that teachers demonstrate strong performance in digital communication and sharing, while challenges remain in digital teaching application. Finally, strategies and recommendations for enhancing the digital literacy of rural primary and secondary school teachers are presented.
出处
《教育进展》
2024年第12期838-845,共8页
Advances in Education
基金
项目编号JDCX2023934。
