中小学教师数字素养现状调研及分层培训策略研究——以南宁市为例

A Survey of Digital Literacy Levels and Developing Stratified Training Strategies for Primary and Secondary School Teachers—A Case Study of Nanning

摘要: 在教育数字化转型深入推进的背景下，中小学教师数字素养的区域差异与群体分化问题日益突出。本文以南宁市中小学教师为研究对象，通过文献分析与政策解读，系统梳理了不同教龄教师数字素养的差异化特征及培训需求。研究发现，教师数字素养随教龄增长呈递减趋势，且城乡教师之间、不同发展阶段教师之间存在显著的结构性差异。基于此，本文借鉴已有研究成果，提出了依托国家智慧教育平台构建“三段递进”分层培训体系的策略方案。同时，进一步构建了“教龄–学科–学校层次–个人意愿”的多维教师画像模型，并将多维度视角融入各阶段培训设计中，提出“培训菜单”弹性选学机制。在实施保障方面，系统设计了教师数字素养测评工具的维度与指标体系，细化了“双导师制”及“同伴互助”的运作流程与考核方式，并探讨了将培训参与和成果纳入教师绩效考核与职称评定的制度激励路径。

Abstract: Against the backdrop of the deepening advancement of educational digital transformation, the issues of regional disparities and group differentiation in digital literacy among primary and secondary school teachers have become increasingly prominent. Taking primary and secondary school teachers in Nanning as the research subjects, this paper systematically examines the differentiated characteristics and training needs of digital literacy among teachers with varying years of teaching experience through literature analysis and policy interpretation. The findings reveal that teachers’ digital literacy shows a decreasing trend with increasing teaching experience, and significant structural differences exist between urban and rural teachers as well as among teachers at different career stages. On this basis, drawing upon existing research findings, this paper proposes a strategic scheme to construct a “three-stage progressive” tiered training system relying on the National Smart Education Platform. In addition, a multi-dimensional teacher profile model encompassing “teaching experience, subject, school level, personal willingness” is further constructed, and multi-dimensional perspectives are integrated into the training design of each stage, with a “training menu” flexible selection mechanism proposed. In terms of implementation safeguards, the dimensions and indicator system of the assessment tool for teacher digital literacy are systematically designed, the operational procedures and evaluation methods of the “dual-mentor system” and “peer assistance” are specified, and the institutional incentive pathways that integrate training participation and outcomes into teachers’ performance evaluation and professional title promotion are explored.