新时代中学教师数字素养提升策略研究——基于TPACK理论视角

Research on Strategies for Enhancing Digital Literacy of Secondary School Teachers in the New Era—Based on the Perspective of TPACK Theory

摘要: 教育数字化战略纵深推进让新时代教学有了新的改革方向，教师课堂教学是落实立德树人的主渠道，中学教师作为落实立德树人关键课程的实践主体，教师的数字素养水平直接决定着学生教育的实际成效和时代感召力量。立足中学教育的特点与复杂性，本文引入TPACK (整合技术的学科教学知识)理论框架，从技术知识(TK)、教学法知识(PK)和学科内容知识(CK)三个核心维度论述中学教师数字素养的内涵，指出在数字时代提升中学教师数字素养有着极高的现实价值和时代紧迫性，同时针对现阶段存在的问题提出具体措施建议，以求为中学教育数字化转型提供一定参考。

Abstract: The deepening advancement of the educational digitalization strategy has provided new directions for teaching reform in the new era. Classroom instruction serves as the main channel for implementing moral education and nurturing students, and secondary school teachers, as the key practitioners in implementing this fundamental task, possess a level of digital literacy that directly determines the actual effectiveness of student education and its resonance with the times. Grounded in the characteristics and complexities of secondary education, this paper introduces the TPACK (Technological Pedagogical Content Knowledge) theoretical framework. It elaborates on the connotation of secondary school teachers’ digital literacy from three core dimensions: technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). The study highlights the significant practical value and urgency of enhancing secondary school teachers’ digital literacy in the digital age. Furthermore, it proposes specific measures and recommendations to address existing challenges, aiming to provide insights for the digital transformation of secondary education.