数字化转型中的教师数字素养提升策略

Improvement Strategies for Teachers’ Digital Literacy in the Context of Digital Transformation

摘要: 在国家教育数字化战略持续推进的过程中，教育生态与教学模式发生深刻变革，教师数字素养已经成为影响信息技术融入课堂教学实效、决定教学创新水平的重要因素。当前教师在数字技术应用、数字化教学设计、数字伦理规范以及持续学习等方面的能力发展仍不均衡，培训体系缺乏连续性，资源配置存在区域差异，动态评价机制尚不健全，一定程度上制约了教育数字化转型的深入开展。本文结合国内外相关研究成果与现实问题分析，从教师专业发展实际出发，整合相关理论框架，明确由技术能力、教学能力、素养能力共同构成的教师数字素养结构体系，针对现有研究偏重技术应用、忽视素养与伦理培养等不足进行补充完善。在此基础上，从政策支持与制度保障、分层分类的专业发展与校本研修、教学资源平台建设与共享、动态评价与反思机制构建等方面提出系统化提升策略，并结合学校、区域与国家不同层面的推进责任，形成相互配合、协同推进的实施方式，增强优秀实践经验的可推广性与可持续性。研究希望为教育管理部门、学校以及教师培训机构提供可参考的实践思路，助力提升教师队伍整体数字素养与专业发展水平，更好地适应数字化时代教育改革与发展的要求。

Abstract: As the national strategy for educational digitization continues to advance, the educational ecosystem and teaching models are undergoing profound transformations. Teachers’ digital literacy has become a critical factor influencing the effectiveness of integrating information technology into classroom instruction and determining the level of pedagogical innovation. Currently, there remain disparities in teachers’ competency development regarding the application of digital technologies, digital instructional design, digital ethics, and continuous learning. Additionally, the training system lacks continuity, resource allocation varies across regions, and dynamic evaluation mechanisms are not yet fully established-all of which, to some extent, hinder the in-depth implementation of educational digitization. Drawing on relevant domestic and international research findings and an analysis of practical challenges, this paper integrates theoretical frameworks based on the realities of teacher professional development. It clarifies a structural framework for teacher digital literacy comprising technical competence, pedagogical competence, and literacy competence, thereby addressing the shortcomings of existing research-which tends to emphasize technical application while neglecting the cultivation of literacy and ethics-and offering complementary improvements. Building on this foundation, the paper proposes systematic improvement strategies covering policy support and institutional safeguards, tiered and categorized professional development and school-based training, the construction and sharing of teaching resource platforms, and the establishment of dynamic evaluation and reflection mechanisms. By integrating the responsibilities for implementation at the school, regional, and national levels, the paper outlines a coordinated and collaborative implementation approach to enhance the replicability and sustainability of exemplary practices. This study aims to provide practical guidance for educational administrative departments, schools, and teacher training institutions, helping to elevate the overall digital literacy and professional development of the teaching workforce and better meet the demands of educational reform and development in the digital age.