继续教育研究Issue(2)：65-69,5.
乡村教师数字素养提升的价值意蕴、现实困境与突破路径
Enhancing Digital Literacy of Rural Teachers:Value Implications,Realistic Dilemmas and Strategic Paths
摘要
Abstract
Enhancing the digital literacy of rural teachers serves as a strategic foundation for advancing high-quality rural education and deepening the digital transformation of the education system.It plays an irreplaceable role in fostering educational equity,driving instructional innovation and empowering teachers'professional growth.However,current efforts to improve rural teachers'digital literacy face triple dilemmas at the institutional,resource and in-dividual levels.These include fragmented coordination mechanisms and suspended evaluation systems,superficial digital infrastructure and weakened sup-port systems,as well as digital cognitive biases and skill gaps among teachers.In response,it is essential to establish a collaborative governance communi-ty with an embedded evaluation system to address institutional barriers;upgrade digital infrastructure and develop an ecosystem-based support system to alleviate resource constraints;and reshape cognitive paradigms while restructuring competency frameworks to resolve individual-level limitations.Ultimate-ly,these measures will facilitate the sustainable development of digital literacy of rural teachers.关键词
乡村教师/数字素养/教育数字化Key words
Rural teachers/Digital literacy/Educational digitalization分类
社会科学引用本文复制引用
胡圆圆..乡村教师数字素养提升的价值意蕴、现实困境与突破路径[J].继续教育研究,2026,(2):65-69,5.基金项目
2025年度云南省教育科学规划课题青年项目"教育数字化背景下滇西边境乡村教师数字素养现状与提升策略研究"(编号:BD25017). （编号:BD25017）
