高校体育教师数字素养的场景化培育机制与提升路径

Scenario-Based Cultivation Mechanism and Improvement Pathways for the Digital Literacy of University Physical Education Teachers

摘要: 数字技术进入高校体育课程后，教师面对的不只是平台操作，还包括动作诊断、负荷判断、体质数据解释和学生信息保护。围绕通用数字素养标准与体育课堂联系不够紧、培训内容偏重工具演示、数据使用和伦理管理较弱等现象，文章通过文献梳理、逻辑推演和规范分析，将高校体育教师数字素养归纳为基础操作、教学嵌入、数据判读和伦理守护四类能力，并设计“问题识别–目标分层–情境研训–课堂试用–证据评价–复盘修正–制度支持”的培育流程。研究认为，体育教师数字能力的提升要从真实课堂出发，重点落在动作技能教学、体质健康指导和课外锻炼支持三个场景，同时配套资源模板、教研协作、人工智能使用边界和数据治理规则，使技术真正帮助学生运动学习和健康发展。此外，本文以篮球行进间投篮课为教学设计示例，说明“观察–反馈–再练习”闭环的实施要点，并提出基于课堂观察、教师访谈与学生反馈的后续验证思路。

Abstract: Following the introduction of digital technologies into university physical education courses, teachers are required not only to operate platforms but also to diagnose movement, assess training load, interpret physical fitness data, and protect student information. To address the weak connection between general digital literacy standards and PE classrooms, the overemphasis on tool demonstrations in training, and insufficient data use and ethical governance, this study employs literature review, logical reasoning, and normative analysis to conceptualize university PE teachers’ digital literacy as four competencies: basic operation, pedagogical integration, data interpretation, and ethical safeguarding. It further develops a cultivation process of problem identification, tiered goal setting, scenario-based training, classroom trial, evidence-based evaluation, reflection and revision, and institutional support. The study argues that improvement should be grounded in authentic classrooms and focus on motor-skill instruction, physical fitness and health guidance, and support for extracurricular exercise, accompanied by resource templates, collaborative teaching research, boundaries for AI use, and data-governance rules. Using a running basketball layup lesson as an example, the paper explains the implementation of an observation-feedback-repractice cycle and proposes subsequent validation through classroom observation, teacher interviews, and student feedback.