“强师计划”背景下提升中小学教师数字素养的混合式培训实践探索——以南宁师范大学面向广西中小学教师培训为例

Exploration of Blended Training Practice for Improving Digital Literacy of Primary and Secondary School Teachers under the Background of “Strong Teacher Plan”—Taking the Training for Primary and Secondary School Teachers in Guangxi by Nanning Normal University as an Example

摘要: 在“强师计划”政策框架下，中小学教师数字素养提升已成为基础教育数字化转型的关键支撑。本文以南宁师范大学面向广西中小学教师开展的混合式数字素养培训为研究对象，分析了政策背景与区域需求，探讨了基于混合式学习与成人学习理论的培训模式设计理念、实施路径与实践成效。研究表明，该模式通过构建混合式研修闭环与多方协同机制，契合了广西教师的实际需求与区域特点。实践表明，该模式在培训内容精准性、学习参与度和成果转化率等方面取得了初步成效，有效提升了教师的数字素养。同时，本研究界定了该模式推广的条件依赖与适用边界，为同类地区提供了审慎的实践借鉴。

Abstract: Under the policy framework of the “Strong Teacher Plan”, the improvement of digital literacy of primary and secondary school teachers has become a key support for the digital transformation of basic education. This paper takes the blended digital literacy training for primary and secondary school teachers in Guangxi carried out by Nanning Normal University as the research object, analyzes the policy background and regional needs, and explores the design concept, implementation path and practical effectiveness of the training model based on blended learning and adult learning theories. The research shows that this model meets the actual needs and regional characteristics of teachers in Guangxi by constructing a blended research and learning closed-loop and a multi-party collaborative mechanism. Practice indicates that this model has achieved initial results in training content precision, learning participation, and outcome conversion rate, effectively improving teachers’ digital literacy. Meanwhile, this study defines the conditional dependencies and applicable boundaries of the model’s promotion, providing a prudent practical reference for similar regions.