新时代职业院校教师数字素养发展水平评价及影响因素研究

Research on the Evaluation and Influencing Factors of Digital Literacy Development Level of Vocational College Teachers in the New Era

摘要: 职业教育数字化转型对教师素养提出新要求，然而当前职业院校教师数字素养评价体系存在与职业教育“产教融合”的本质属性脱节和评价体系静态化问题。基于此，本文构建以“职业属性–数字能力–产业适配”为核心的职教特色评价框架，选取北京市3所高水平职业院校或建有北京市级及以上重点专业群的特色职业院校作为主要研究对象，对其教师进行实证分析，揭示其数字素养发展现状及关键影响因素，提出从个体、院校、区域三层面协同发力的素养提升路径与政策建议。本研究旨在为构建具有职业教育特色的数字素养评价体系、推动教师专业发展与产业升级深度融合提供理论依据与实践参照。

Abstract: The digital transformation of vocational education imposes new demands on teachers’ competencies. However, current evaluation systems for digital literacy among vocational school teachers are disconnected from the essential characteristic of “industry-education integration” in vocational education and suffer from static evaluation frameworks. Based on this, this study constructs a distinctive evaluation framework for vocational education centered on “professional attributes - digital capabilities - industrial adaptability”. It selects three high-level vocational institutions in Beijing, or specialized vocational schools with key professional clusters at the municipal or higher level, as primary research subjects. Through empirical analysis of their teaching staff, the study reveals the current status of digital literacy development and its key influencing factors, and proposes collaborative pathways and policy recommendations for enhancing digital literacy at individual, institutional, and regional levels. This research aims to provide theoretical foundations and practical references for establishing a digital literacy evaluation system tailored to vocational education and promoting deep integration between teacher professional development and industrial upgrading.