教育与教学研究2024，Vol.38Issue(1)：50-60,11.
教师赋能教育数字化转型的现实追问与行动路径
The Realistic Inquiry and Action Path of Teacher-empowered Educational Digital Transformation
摘要
Abstract
Teachers are the core driving force and key force to boost the development of education.The digital trans-formation of education strategy is an important measure and strategic choice to achieve education modernization,which cannot be separated from the matching empowerment of teachers'wisdom.This research is based on the thinking and in-quiry of digital transformation of education,closely follows the educational mission of the development of the times,and re-veals the teachers'contingent development situation brought about by the self-transformation of education in the digital transformation of education:in the"multi-channel"of knowledge acquisition,teachers should be good guides and naviga-tors;in the face of the digital"indigenous peoples",they should be good listeners and participants;in the"richness"of ed-ucational contexts,they should be good interlocutors,companions,and communicators;and in the"sustainability"of self-growth,they should be good lifelong learners.Based on this,the reliability and validity of teachers'empowerment are veri-fied from two aspects:student satisfaction and learning performance,combined with four dimensions of teachers'empower-ment,namely knowledge,tool,activity,and moral power.Furthermore,it proposes the referential action path of teacher-em-powered educational digital transformation.关键词
教师赋能/转型/教育数字化/教师行动力Key words
teachers'empowerment/transformation/education digitization/teacher action分类
社会科学引用本文复制引用
蒋志辉..教师赋能教育数字化转型的现实追问与行动路径[J].教育与教学研究,2024,38(1):50-60,11.基金项目
教育部人文社科规划项目"基于学习者满意度的在线教师服务分析及优化机制研究"(编号:20YJA880022) （编号:20YJA880022）
湖南省哲学社会科学基金项目"教育信息化2.0促进农村教育生态建设提质增效研究"(编号:20YBA044) （编号:20YBA044）
湖南省教育厅重点项目"学前优质教育资源区域公建共享路径及机制研究"(编号:19A040). （编号:19A040）
