数字化赋能教师专业发展：需求、挑战与行动路径

Digitally Empowering Teacher Professional Development: Needs, Challenges, and Action Paths

摘要: 随着数字化时代的到来，教师正面临着前所未有的机遇与挑战，本文基于技术赋能理论、教师专业资本理论与角色转型理论，构建了“需求–挑战–路径”三位一体的分析框架，系统阐释了数字化赋能教师专业发展的理论机制。研究表明，数字化环境下教师专业发展的需求源于育人环境、人才培养目标与教学方式的结构性变化；其面临的知识权威动摇、主导地位弱化与自我效能降低，本质上是技术介入引发的教师身份重构过程；而有效的行动路径则依赖于政府、学校与教师三主体的协同治理与角色再定位。本文进一步聚焦教师群体的差异性，对比分析了新手教师与专家教师在数字化转型中的非同步发展路径，并据此提出“人机共生型教师”的理论构想及其三维能力框架，为数字化时代的教师专业发展提供了新的解释框架与实践启示。

Abstract: With the advent of the digital age, teachers are confronted with unprecedented opportunities and challenges. This paper, grounded in technology empowerment theory, teacher professional capital theory, and role transformation theory, constructs a “demand-challenge-path” triadic analytical framework to systematically elucidate the theoretical mechanisms through which digital empowerment fosters teacher professional development. The study indicates that the demand for teacher professional development in a digital environment stems from structural changes in educational contexts, talent cultivation objectives, and teaching methods. The challenges faced, including the destabilization of knowledge authority, weakening of leadership positions, and reduced self-efficacy, essentially represent a process of teacher identity reconstruction induced by technological intervention. Effective action paths, however, depend on the collaborative governance and role redefinition of the three main actors: government, schools, and teachers. This paper further emphasizes the heterogeneity among teachers, comparing the asynchronous development paths of novice and expert teachers during digital transformation, and consequently proposes the theoretical concept of the “human-machine symbiotic teacher” along with its three-dimensional competency framework, providing a new explanatory framework and practical insights for teacher professional development in the digital era.