【摘要】 提升教师数字素养是推进教育数字化转型的关键。依托数字技术为教师设计数字素养提升项目已成为国际教育实践领域的焦点问题。运用多案例研究法对国际上八个典型的教师数字素养提升项目进行比较分析,归纳并识别出教师数字素养提升的四大核心要素,并生成“差异化需求诊断—情境化应用培训—伴随式辅导反馈—协同式对话反思”的过程模型。在此基础上,结合我国中小学教师信息技术应用提升工程2.0的实践经验,提出以素养画像为前提、以情境培训为核心、以虚拟导师为专业支撑、以实践社区为创新平台的数字素养提升策略。更多还原

【Abstract】 Enhancing teachers’ digital literacy is crucial for advancing the digital transformation of education. Designing technology-based professional development programs has become a focal issue in the field of international educational practice. Through a multiple case study approach, this paper conducts a comparative analysis of eight exemplary international programs aimed at improving teachers’ digital literacy, identifying four core elements of effective development: differentiated needs assessment, contextualized application training, ongoing coaching and feedback, and collaborative dialogue and reflection. Based on this, a process model integrating these four components is proposed. Drawing on the practical experience of China’s IT Application Capacity Enhancement Project for Primary and Secondary School Teachers 2. 0, the study further proposes a digital literacy enhancement strategy characterized by: competency profiling as a foundational step, contextual training as the central component, virtual mentoring as professional support, and practice-based communities as platforms for innovation.更多还原