学校"数字化支持"提升教师数字素养的机理研究OA北大核心CSTPCD
The Impact of School Digital Support on Teachers' Digital Literacy
教师数字素养是应对数字化变革、推动教育数字化转型和实现数字化战略计划的关键所在.本研究为探讨学校数字化支持如何有效提升教师数字素养,对我国东部省市1002 名中小学教师进行了调查,构建了教师信息技术效能感和以学生为中心的教学信念在学校数字化支持和教师数字素养之间发挥中介作用的路径模型.结果显示,学校数字化支持对教师数字素养无显著的直接影响效应,教师信息技术效能感和以学生为中心的教学信念在学校数字化支持和教师数字素养之间分别发挥显著的正向中介作用,并同时发挥链式中介效应.为了提升教师数字素养,亟需从学校和教师个人层面协同施力,通过资源支持的充分保障、教师技术效能感的提升和教学信念的转型,助力教师实现数字素养水平的优化升级.
Teachers'digital literacy is crucial for coping with digital transformation and achieving digital strategic plans.This study aims to explore how school digital support enhances teachers'digital literacy.A survey was con-ducted on 1002 primary and secondary school teachers in several eastern provinces of China,and a path model was constructed to examine the mediating role of teachers'ICT efficacy and student-centered teaching beliefs between school digital support and teachers'digital literacy.The results indicate that school digital support has no significant direct effect on teachers'digital literacy.However,teachers'ICT efficacy and student-centered teaching beliefs play significant positive mediating roles between school digital support and teachers'digital literacy,thereby forming a chain mediation effect.To enhance teachers'digital literacy,concerted efforts are needed from both the school and individual teacher levels,including ensuring adequate resource support,enhancing teachers'ICT efficacy,and trans-forming teaching beliefs,to facilitate the optimization and upgrading of teachers'digital literacy levels.
冯剑峰;王雨宁
华东师范大学基础教育与终身教育发展部,上海 200062华东师范大学教育学部教育管理学系,上海 200062
教育学
学校数字化支持信息技术效能感以学生为中心的教学信念教师数字素养
school digital supportICT efficacystudent-centered teaching beliefsteacher digital literacy
《教师教育研究》 2024 (002)
45-52 / 8
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