高中地理数字化教学的教师能力发展困境与突破路径——基于汉中市4所中学的调查研究

Teachers’ Competency Development Challenges and Breakthrough Pathways in Digitalized High School Geography Teaching—A Survey Based on Four High Schools in Hanzhong City

摘要: 在教育数字化转型的宏观背景下，高中地理教学因学科特性而与GIS、遥感、虚拟仿真等技术具有内在契合性，但地理教师在数字化教学能力发展过程中面临多重现实障碍。本研究以陕西省汉中市4所中学的57名地理教师为调查对象，采用问卷调查与半结构化访谈相结合的方法，系统考察了教师数字化教学的理念认知、技能水平、资源条件及培训支持等状况。研究发现：教师在理念层面存在“重技术演示、轻教学融合”的倾向；在技能层面，GIS操作与数字化资源开发能力薄弱；在环境层面，教学时间与优质资源双重短缺；在培训层面，现有培训的内容与形式难以满足教师实际需求。本研究旨在探讨中国中西部地区高中地理教师在发展数字化教学能力过程中所面临的困境，并提出相应的突破路径。本研究随着进行，进一步对各面临的挑战进行量化，并以此对不同的需求排列优先级。基于TPACK理论框架，研究从理念重构、能力分层发展、支持性环境建设与激励机制完善四个维度，提出了系统性的改进建议，以期为中西部地区同类教师的专业发展提供参考。

Abstract: Against the backdrop of the digitalization of education, high school geography teaching naturally aligns with technologies like GIS, remote sensing, and virtual simulations due to the subject’s characteristics. However, geography teachers face multiple real-world barriers in developing their digital teaching skills. This study focused on 57 geography teachers from four high schools in Hanzhong, Shaanxi Province, using a combination of questionnaires and semi-structured interviews to systematically examine teachers’ understanding of digital teaching concepts, skill levels, resource conditions, and training support. The study found that teachers tend to prioritize technology demonstrations over integrating them with teaching; they have weak skills in GIS operation and digital resource development; they face both a shortage of teaching time and quality resources; and existing training content and formats fail to meet their actual needs. The study aims to explore the challenges high school geography teachers in central and western China face in developing digital teaching capabilities and to propose possible solutions. As the study progresses, it further quantifies the challenges and prioritizes different needs. Based on the TPACK framework, the study offers systematic improvement suggestions in four areas: reconstructing teaching concepts, developing skills in stages, building supportive environments, and enhancing incentive mechanisms, hoping to provide a reference for the professional development of similar teachers in central and western China.