【摘要】 教师的数字化学习成果需要在真实情景与实践运用中得以涵育和提升，但在实践中教师所学与实际教学应用之间存在较大的差距。这种差距不仅影响了教师数字化学习的成效，也制约了教育数字化的深入发展。基于此，该研究从全国72份教师数字化学习特色案例中选出典型案例，依据赋权增能理论，聚焦教师数字化学用参与主体的组织模式，从教育部门、学校、社会机构和一线教师四大主体入手，赋予统筹领导权、组织决策权、按需调配权和自主能动权，归纳出区域统筹机制、以用促学机制、需求导向机制、人机协同机制和内生驱动机制5种缩减普通中小学教师数字化学习学用差距的适配机制。最后从形式创新、合作推动和资源再生的视角阐述教师数字化学用差距的纾解路径，以实现教师数字化学用的方式创新、满足教师数字化学用的个性诉求并推动教师数字化学习资源的共建共享。更多还原

【Abstract】 Teachers’ digital learning results need to be cultivated and improved in real situations and practical application. However, in practice, there is a big gap between what teachers learn through screen media and actual teaching and research application. This gap not only affects the effectiveness of teachers’ digital learning, but also restricts the in-depth development of education digitization. Based on this, this study selects typical cases from 72 characteristic cases of teachers’ digital learning across the country. Based on the empowerment theory,this study focuses on the organizational structure relationship of teachers’ digital learning and application subjects. Starting from the four subjects of education departments, schools, social institutions and front-line teachers, the study enpowers the overall leadership, organizational decision-making, on-demand deployment and autonomous initiative. This paper summarizes five adaptive mechanisms, namely regional coordination mechanism, promoting learning with use, industry-university-research mechanism, man-machine coordination mechanism and endogenous driving mechanism, which can reduce the gap of digital learning and application of teachers in primary and secondary schools.Finally, from the perspective of form innovation, cooperation promotion and resource regeneration, this paper expounds the path to ease the gap of teachers’ digital learning and use, so as to realize the innovation of teachers’ digital learning and use, meet the demands of teachers’ personalized digital learning and the goal of school digital resource regeneration.更多还原