张进良1,2 李 婧1 彭宇星1 刘炜杰1
（1.湖南科技大学 教育学院，湖南 湘潭 411201；2.湖南省教育信息化研究基地，湖南湘潭 411201）
【摘 要】数字素养是数字时代教师综合素养的核心组成部分，对贯彻落实教育数字化、教育强国等国家教育战略具有重要作用。师范生作为未来教育事业的建设者和接班人，其数字素养水平的高低与教育质量密切相关。师范生数字素养以公民、大学生、未来教师等身份的数字素养为基础，由数字学习、数字技术、数字应用、数字发展和数字社会责任五个维度构成，具有内容复杂性、功能多样性、学科专业性和发展动态性四大特征。师范生数字素养的培育是一个系统工程，应该以教育环境数字化建设为基础，培育师范生的数字意识；以课程体系数字化转型为核心，培养师范生的学习能力；以课外活动数字化演绎为支撑，促进师范生数字发展。
【关键词】数字素养；师范生；数字素养框架
On the Connotation, Framework and Cultivation Path of Digital Literacy for Pre-Service Teachers
ZHANG Jinliang1,2, LI Jing1, PENG Yuxing1 and LIU Weijie1
(1. School of Education, Hunan University of Science and Technology, Xiangtan 411201, China; 2.Hunan Province Education and Scientific Research Base, Xiangtan 411201, China)
Abstract: Digital literacy constitutes a core component of teachers’ comprehensive competencies in the digital era, playing a pivotal role in implementing national education strategies such as education digitization and building a robust education system. As future builders and successors of educational endeavors, pre-service teachers’ digital literacy level is closely tied to education quality. Preservice teachers’ digital literacy is grounded in the digital competencies required for their roles as citizens, university students, and educators, encompassing five dimensions: digital learning, digital technology, digital application, digital development, and digital social responsibility. It is characterized by four key attributes: content complexity, functional diversity, disciplinary specificity and developmental dynamism. Cultivating pre-service teachers’ digital literacy represents a systematic project that should: 1) prioritize the digital transformation of educational environments to foster digital awareness, 2) center on the digital restructuring of curriculum systems to enhance learning competencies, and 3) leverage the digital adaptation of extracurricular activities to advance digitaldevelopment.
Keywords: digital literacy; pre-service teachers; digital literacy framework
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师范生数字素养的内涵、框架和培育策略.pdf
