数字素养培育视角下的家校协同困境与管理策略

Home-School Collaboration Dilemmas and Management Strategies in Cultivating Adolescents’ Digital Literacy

摘要: 随着人工智能技术的突破性发展，数字素养已成为青少年发展的核心素养之一。家庭与学校作为青少年成长的两大重要场域，其协同配合对于数字素养的培育具有不可替代的作用。然而，当前我国家校协同培育青少年数字素养的实践仍处于探索阶段，面临着家长数字素养认知浅层化、协同模式以学校单向指导为主、学生数字设备使用缺乏有效引导等突出问题；本文基于对Q市公立私立两所学校的实证调研(学生问卷144份、家长问卷150份、深度访谈27人次)，运用Epstein交叠影响域理论的六种参与类型框架，系统分析了数字素养培育中家校协同的结构性困境，从学校层面、家校协同层面、学生层面三个维度提出差异化的管理策略，旨在为数字时代青少年数字素养培育的家校协同实践提供参考借鉴。

Abstract: With the groundbreaking advancements in artificial intelligence, digital literacy has emerged as a core competency for adolescent development. As the two primary domains of adolescent growth, home and school play an irreplaceable role in fostering this literacy through collaborative partnerships. However, current practices in China regarding home-school collaboration for digital literacy cultivation remain exploratory, facing structural dilemmas such as parents’ superficial understanding of digital literacy, a school-dominated unidirectional guidance model, and a lack of effective supervision over students’ device usage. Based on empirical research conducted in two representative schools in Q City—one public and one private—this study collected 144 student questionnaires, 150 parent questionnaires, and conducted 27 in-depth interviews. Utilizing Epstein’s framework of six types of involvement within the Overlapping Spheres of Influence Theory, this paper systematically analyzes the structural predicaments hindering effective home-school collaboration in digital literacy education. Consequently, it proposes differentiated management strategies across three dimensions: the school level, the collaborative level, and the student level. These strategies aim to provide practical references for optimizing home-school synergies in cultivating adolescents’ digital literacy in the digital era.