【摘要】 数字素养是数字化时代社会发展和人才培养的基础,其结构论证的系统性直接关系到培育目标的明确与评价体系的建立。数字素养研究经历了从技能工具取向到情境能力取向再到素养整合取向的演进,其重心逐步由技术操作转向认知实践与责任伦理。国际主要数字素养研究框架在维度划分上呈现出信息认知、实践应用与责任伦理三种共通的指标取向,与核心素养理论的认知—实践—价值结构形成对应。理论演绎与经验归纳相互印证:数字素养的结构可确立为数字意识、数字行动、数字态度与责任三大维度与七项二级指标,其理论必然性经由完备性与简约性的双重论证得到确认,同时该框架具有技术中立性,数字素养结构框架与义务教育和高中信息科技课程标准之间存在清晰的结构映射。更多还原

【Abstract】 Digital literacy is foundational to social development and talent cultivation in the digital era.The rigor of its structural justification bears directly on the clarity of educational goals and the establishment of assessment systems.Research on digital literacy has evolved from a skill tool orientation through a contextual competence orientation to an integration orientation,with its focus progressively shifting from technical operation to cognitive practice and ethical responsibility.Major international digital literacy frameworks converge on three common indicator orientations,namely information cognitive,practical application,and responsibility ethical,corresponding to the cognition practice value structure of core competencies theory.Theoretical deduction and empirical induction corroborate each other.Digital literacy can be structured into three dimensions(digital awareness,digital action,and digital attitudes and responsibility) with seven secondary indicators.The theoretical necessity of this framework is confirmed through completeness and parsimony arguments,and there is a clear structural mapping between the three dimensional framework and the compulsory education and senior high school information technology curriculum standards.Three progressive performance levels based on the SOLO taxonomy provide structural foundations for indicator development,level determination,and assessment task design.更多还原