教育数字化转型背景下乡村中学英语教师数字素养的现状、问题及对策研究

Digital Literacy of Rural Junior High School English Teachers in the Context of Educational Digital Transformation: Current Status, Problems, and Improvement Strategies

摘要: 教育数字化转型对教师数字素养提出了更高要求，乡村教师作为基础教育数字化发展的重要主体，其数字素养水平直接影响数字技术与学科教学的深度融合。基于此，研究以教育行业标准为依据，选取河南省焦作市某县172名乡村中学英语教师为研究对象，采用问卷调查与访谈相结合的方法，对其数字素养发展现状、存在问题及提升路径进行分析。量化数据主要运用描述性统计和单因素方差分析进行处理，访谈资料用于对问卷结果进行补充解释。研究结果表明：乡村中学英语教师数字素养整体处于中等水平，平均值为3.569。各维度发展不均衡，其中数字化社会责任水平最高(M = 3.901)，数字化知识与技能水平最低(M = 3.378)。在差异检验方面，不同年龄教师在数字化意识、数字化知识与技能和专业发展三个维度上存在显著差异；不同教龄教师在数字化意识和数字化知识与技能两个维度上存在显著差异。结合访谈结果进一步发现，乡村中学英语教师数字素养发展主要存在以下问题：数字化知识与技能基础相对薄弱，教师个体之间发展不均衡，数字研修成果向课堂教学实践的转化不足。基于研究结果，本研究认为应从开展针对性培训、组建数字化教学团队、加强课堂实践环节等方面入手，提升乡村中学英语教师数字素养水平，以更好适应教育数字化转型背景下英语教学发展的现实需求。本研究可为乡村中学英语教师数字素养提升及相关教师培训体系建设提供一定参考。

Abstract: Educational digital transformation has placed higher demands on teachers’ digital literacy. As important participants in the digital development of basic education, rural teachers’ digital literacy directly influences the integration of digital technologies with subject teaching. Based on industry standards in the field of education, this study selected 172 rural junior high school English teachers from a county in Jiaozuo City, Henan Province, as research participants. A combination of questionnaire surveys and interviews was employed to investigate the current status, existing problems, and improvement strategies regarding their digital literacy development. Quantitative data were analyzed through descriptive statistics and one-way analysis of variance, while interview data were used to further interpret and supplement the questionnaire findings. The results indicate that the overall digital literacy level of rural junior high school English teachers is at a moderate level, with a mean score of 3.569. Significant disparities exist among different dimensions, with digital social responsibility receiving the highest score (M = 3.901) and digital knowledge and skills receiving the lowest score (M = 3.378). In terms of group differences, teachers of different ages showed significant differences in digital awareness, digital knowledge and skills, and professional development, while teachers with different years of teaching experience demonstrated significant differences in digital awareness and digital knowledge and skills. Combined with interview findings, the study further reveals three major problems in the development of rural junior high school English teachers’ digital literacy: relatively weak foundations in digital knowledge and skills, uneven development among individual teachers, and insufficient transformation of digital training outcomes into classroom teaching practices. Based on these findings, this study proposes that efforts should be made implement targeted professional development programs, establish digital teaching teams, and strengthen classroom-based practices. These measures may enhance rural junior high school English teachers’ digital literacy and better meet the practical needs of English teaching development in the era of educational digital transformation. This study provides practical implications for improving rural English teachers’ digital literacy and developing relevant teacher training programs.