教育数字化转型背景下高校教师数字素养提升的路径建构

Path Construction for the Improvement of University Teachers’ Digital Literacy under the Background of Educational Digital Transformation

摘要: 教育数字化转型已成为高等教育变革的时代命题。高校教师作为教育教学的核心执行者，其数字素养水平直接影响转型成败。本文基于教育部《教师数字素养》标准，系统梳理国内外教师数字素养理论框架，深入剖析当前高校教师数字素养在认知、能力、实践、评价四个层面的突出问题及其成因，进而从认知激活、精准赋能、场景落地、制度保障、生态协同五个维度构建提升路径。高校教师数字素养提升应从单一技能培训转向系统生态赋能，实现从“技术嵌入”到“认知融合”的范式转变。

Abstract: Educational digital transformation has become a defining issue of the era for higher education reform. As the core executors of education and teaching, university teachers’ level of digital literacy directly affects the success or failure of this transformation. Based on the Ministry of Education’s standard of Teacher Digital Literacy, this paper systematically reviews the theoretical frameworks of teacher digital literacy from both domestic and international sources, and deeply analyzes the prominent problems and their causes concerning university teachers’ digital literacy at four levels—cognition, capability, practice, and evaluation. Subsequently, it constructs enhancement paths from five dimensions: cognitive activation, targeted empowerment, scenario-based implementation, institutional guarantee, and ecological synergy. The improvement of university teachers’ digital literacy should shift from isolated skills training to systematic ecological empowerment, achieving a paradigm shift from “technology embedding” to “cognitive integration”.