远程教育杂志2026，Vol.44Issue(1)：42-50,9.DOI:10.15881/j.cnki.cn33-1304/g4.2026.01.005
教师技术应用进阶逻辑:基于数字化教学推理水平框架的阐释
The Progression Logic of Teachers'Technology Use:An Interpretation Based on a Hierarchical Framework of Digital Teaching Reasoning
摘要
Abstract
Teachers'levels of digital teaching reasoning determine the effectiveness of technology-enabled instruction and in-fluence the implementation of national strategies for education digitalization.This study first analyzes the core connotations and practi-cal significance of digital teaching reasoning.It then,from a logical perspective,explicates four types of logic embedded in the"four-transformation"reasoning paradigm:causal reasoning,analogical reasoning,dialectical reasoning,and value reasoning.Drawing on long-term classroom observations,the study further identifies three levels of reasoning:surface identification,in-depth analysis,and natural generation.On this basis,it constructs and interprets a"four-transformation,three-level"framework for teachers'digital teach-ing reasoning.Within the resolution(huàjiě)dimension,the three levels comprise preliminary perception of relevance,verification of causal interventions,and virtual modeling and simulation.Within the domestication(xùnhuà)dimension,the three levels comprise matching external forms,mapping logical commonalities,and transferring key essences.Within the integration(héhuà)dimension,the three levels comprise choosing between oppositions,balancing and coordinating contradictions,and integrating contradictions to gener-ate new possibilities.Within the transformation(zhuǎnhuà)dimension,the three levels comprise determining explicit functions,weigh-ing educational values,and iterating systemic values.Finally,using technology-enabled writing instruction as an example,the study adopts a"same lesson,different designs"approach to systematically illustrate how the three reasoning levels manifest in practice.The framework provides a reference for teachers to locate and improve their digital teaching reasoning and technology-use capabilities.关键词
数字化教学推理/水平框架/技术应用/技术与教学一致性Key words
Digital teaching reasoning/Hierarchical framework/Technology application/technology-pedagogy alignment分类
社会科学引用本文复制引用
杨鑫..教师技术应用进阶逻辑:基于数字化教学推理水平框架的阐释[J].远程教育杂志,2026,44(1):42-50,9.基金项目
本文系山东省社会科学规划研究项目"山东省乡村教育数字化转型的影响因素及实现路径研究"(项目编号:24CJYJ19)的研究成果. （项目编号:24CJYJ19）
