继续教育研究Issue(3)：61-67,7.
高职教师数字素养的实然困境与因应路径
The Real Dilemma and Response Path of Digital Literacy of Higher Vocational Teachers
摘要
Abstract
Digitalization has increasingly become an important force in promoting the reform of educational structure.In the process of educational dig-italization,the improvement of digital literacy of higher vocational teachers will help to promote the construction of teachers'teams in the new era to a-chieve high-quality development,thus helping to build China's strength in education.Based on the empirical analysis of 351 higher vocational teachers in Henan Province,the overall level of digital literacy of higher vocational teachers is above average.Teachers'digital literacy shows significant differ-ences among teachers in different age groups,different school-running nature,different school-running levels and different academic qualifications.At present,we still face a series of practical difficulties,which restrict the cultivation effect of higher vocational teachers digital literacy.Specifically,teach-ers digital awareness needs to be further enhanced and the mastery of digital technology and knowledge skills still needs to be improved.At the same time,the effective implementation of digital social responsibility still faces challenges,and it is difficult to fully transform it into the practice of digital applica-tions.In addition,higher vocational teachers are relatively weak in digital professional development.In order to effectively improve the digital literacy of higher vocational teachers,we should cultivate teachers digital awareness and integrate digital knowledge and skills,clarify teachers digital social responsi-bility and ensure the digital application process,pay attention to the professional development of teachers,form the joint force of teachers and other precise policies and then accelerate the pace of digital education construction.关键词
高职教师/教育数字化/数字素养Key words
Higher vocational teachers/Digital education/Digital literacy分类
社会科学引用本文复制引用
刘颂迪,黄小宾..高职教师数字素养的实然困境与因应路径[J].继续教育研究,2025,(3):61-67,7.基金项目
2024年度河南省高校人文社会科学研究一般项目"'数字化'背景下高职院校教师数字素养提升研究——以学前教育专业教师为例"(编号:2024ZZJH125). （编号:2024ZZJH125）
