数智时代小学教育专业师范生的数字素养：培养现状与问题对策——基于S学校小学教育专业的探索性案例研究

Digital Literacy of Normal University Student Majoring in Primary Education in the Era of Digital Intelligence: Current Status of Training and Countermeasures—An Exploratory Case Study Based on the Primary Education Major at School

摘要: 数智时代背景下，以AIGC为代表的数智技术正深刻重塑教育生态，数字素养已成为影响小学教育专业师范生能否胜任未来教学的关键因素之一。本研究依据《教师数字素养》标准框架，整合已有研究工具改编形成问卷，对S学校小学教育专业师范生的数字素养现状开展探索性案例研究。调查结果显示该群体数字素养整体处于中上水平，但数字技术知识与技能、数字化应用及数字社会责任等维度表现相对薄弱，具体来看高年级师范生受课程衔接不足与技术更新滞后的影响，数字素养水平明显低于低年级学生，数字素养的认识与实践之间存在一定差距且责任意识仍需加强，课程、师资、资源等相关环节的支撑力度不足，已对培养效果的整体提升产生影响。针对调查所呈现的各类问题，需进一步优化课程内容与设置，强化依托真实课堂的实践训练，构建持续性的支持与评价体系，以此推动S学校小学教育专业师范生数字素养的稳步发展。

Abstract: In the era of digital intelligence, AI technology represented by AIGC is profoundly reshaping the education ecosystem. In this context, whether normal university student majoring in primary education possess corresponding digital literacy has become one of the key factors determining their ability to be competent in future teaching. This study is based on the standard framework of “Teacher Digital Literacy” and integrates existing research tools to form a questionnaire to investigate the current status of literacy among normal university student majoring in primary education in S school. The results show that their overall digital literacy is average, but their digital technology knowledge and skills, digital applications, and digital social responsibility dimensions are relatively weak. Specifically, senior teacher trainees have significantly lower levels of digital literacy compared to lower grades due to imbalanced curriculum connections and lagging technological updates; The marginalization of digital ethics education leads to insufficient awareness of social responsibility; The homogenization of subject cultivation fails to reflect the differentiated needs between Chinese and mathematics directions. To this end, it is necessary to establish a hierarchical curriculum system, strengthen digital ethics education, and optimize the training path based on disciplinary characteristics to promote the development of digital literacy among S School’s normal university student majoring in primary education.