高教学刊2026，Vol.12Issue(18)：114-117,122,5.DOI:10.19980/j.CN23-1593/G4.2026.18.026
AI-TPACK框架下高校外语教师数字素养:现状、问题与对策
摘要
Abstract
Enhancing the digital literacy of university foreign language teachers constitutes both an inherent demand for adapting to educational transformation in the information age and a pivotal factor in optimizing teaching quality and efficacy.Grounded in the AI-TPACK theoretical framework,this study conducted a mixed-methods investigation incorporating questionnaires,teacher interviews,classroom observations,and teaching journal analysis to assess the digital literacy of foreign language instructors in higher education.The findings revealed that:Artificial Intelligence Technological Knowledge(AI-TK)among participants remained underdeveloped;Integrated components(AI-TPK,AI-TCK,AI-PCK)collectively demonstrated a relatively high overall level of digital literacy;Significant disparities emerged across institutions,primarily driven by the interplay of multidimensional factors,including individual traits and institutional environments.Based on these insights,targeted practical strategies were proposed to address identified gaps and foster sustainable development in digital competency.关键词
TPACK 框架/高校外语教师/数字素养/人工智能/信息技术Key words
TPACK framework/university foreign language teachers/digital literacy/artificial intelligence(AI)/information technology(IT)分类
社会科学引用本文复制引用
崔久军,王美玲..AI-TPACK框架下高校外语教师数字素养:现状、问题与对策[J].高教学刊,2026,12(18):114-117,122,5.基金项目
中国高等教育学会2023年度高等教育科学研究规划课题"基于TPACK框架的高校外语教师信息化素养提升研究"(23WYJ0422) （23WYJ0422）
全国高校外语教学科研项目"课程思政背景下大学英语'育人'功能的实践路径研究"(2021SD0604) （2021SD0604）
