教师数字教学资源建构能力模型研究

Research on the Model of Teachers’ Ability to Construct Digital Teaching Resources

摘要: 在教育数字化转型深入推进的背景下，教师已逐步从知识传授者转变为数字教学资源的设计者与开发者，其资源建构能力成为衡量其专业水平与教学适应力的关键指标。然而，现有评价方式普遍依赖人工打分与静态结果，缺乏客观性、效率性与过程性反馈支持。为此，本文基于TPACK知识结构、教师数字素养标准与深度学习(NPDL)框架，构建包含四个一级维度、十七个二级指标的“教师数字教学资源建构能力”测评模型，并提出以“自动化处理为主，定量测评优先，人工判断补充”为原则的技术实现路径。该路径整合自然语言处理(NLP)、TF-IDF、语义匹配、文档结构解析与平台行为数据挖掘等方法，对教师上传的教学文档与平台行为进行多维度自动识别与加权评分，同时输出个性化能力雷达图与发展建议报告。研究结果表明，该模型具备较高的科学性、可测性与平台可嵌入性，为教师评价机制数字化转型、教学数据智能诊断与区域师资发展评估提供了可行路径。

Abstract: With the continuous advancement of educational digital transformation, teachers are increasingly expected to serve not only as knowledge transmitters but also as designers, developers, and curators of digital teaching resources. However, existing evaluation methods for teachers’ resource construction ability are still dominated by manual reviews, lacking in objectivity, scalability, and real-time feedback. This study constructs a multi-dimensional evaluation model for teachers’ digital teaching resource construction ability, encompassing four primary dimensions and seventeen secondary indicators, drawing on theoretical foundations such as the TPACK framework, national digital literacy standards, and the New Pedagogies for Deep Learning (NPDL) model. To address the limitations of traditional evaluations, the paper proposes a technology-enhanced measurement framework featuring automatic data extraction, semantic matching, structural analysis, and platform behavior mining. The system integrates techniques such as TF-IDF, Sentence-BERT, and platform API tracking to achieve standardized, weighted, and explainable scoring. It further provides personalized competency profiles and diagnostic reports. The model ensures scientific validity, measurability, and extensibility, offering a scalable approach for formative evaluation, professional development, and data-driven policy support in teacher digital competency building.