中小学教师数字素养的评价常模与网络分析研究
刘邦奇1,2 尹欢欢1 张亦梅1 张金霞1
（1.讯飞教育技术研究院，安徽 合肥 230088；2.西北师范大学 教育技术学院，甘肃 兰州 730071）
【摘 要】评价常模构建与要素内在关系探究是教育数字化转型背景下纵深推进中小学教师数字素养评价与发展所需解决的基础问题。目前已有研究更多聚焦评价工具编制与现状调研，缺乏对教师数字素养评价常模、维度关系及发展特征的深入探究。基于此，本研究首先构建了教师数字素养的均值常模、百分位常模和标准分常模，提出了“新手初始级、探索成长级、稳健胜任级、融合优化级、创新引领级”五个等级的评价标准。其次，教师数字素养总体维度网络分析表明，教与学、评价和赋能学习者在网络中相对处于核心地位，且评价是紧密连接教与学和赋能学习者的桥梁节点。最后，通过教师数字素养的等级网络比较发现，五个等级教师在数字素养维度的网络结构、网络整体强度、维度内在关系上均存在显著差异，揭示了教师数字素养的进阶性和动态性发展规律。该研究为规范教师数字素养评价、准确识别素养发展关键要素、分层分类制定素养提升策略提供了参考。
【关键词】教师数字素养；常模构建；网络分析；问卷调查
Research on the Norm and Network Analysis for the Evaluation of Primary and Secondary School Teachers’ Digital Competence
LIU Bangqi1,2 , YIN Huanhuan1, ZHANG Yimei1 and ZHANG Jinxia1
(1. iFlytek Institute of Educational Technology, Hefei 230088, China; 2. Institute of Educational Technology, Northwest Normal University,Lanzhou 730071, China)
Abstract：The construction of evaluation norms and the exploration of intrinsic relationships among elements constitute fundamental issues that need to be addressed for deepening the evaluation and development of digital competence among primary and secondary school teachers under the background of educational digital transformation. Current research mostly focuses on developing evaluation tools and conducting status surveys, whereas lacking in-depth exploration of teachers’digital competence evaluation norms, dimensional relationships and developmental characteristics. Based on this, this study firstly constructed three types of teacher digital competence norms: mean norm, percentile norm, and standard score norm, while proposing a five level evaluation standard comprising“beginner level, exploration and growth level, stable competency level, integration and optimization level, and innovation and leadership level”. Secondly, network analysis of the overall dimensions of teacher digital competence indicated that the teaching& learning, evaluation, and learner empowerment occupy relatively central positions in the network, with evaluation serving as a bridge node, closely connecting teaching & learning and learner empowerment. Finally, comparative analysis of hierarchical networks demonstrated significant differences among the five levels in terms of dimensional network, overall network strength, and internal dimensional relationships, revealing the progressive and dynamic developmental patterns of teachers’digital competence. This study provided references for standardizing teachers’ digital competence evaluation, accurately identifying key developmental elements, and formulating stratified and categorized strategies for competency enhancement.
Keywords: teacher digital competence; norm construction; network analysis; questionnaire survey
下载： 
中小学教师数字素养的评价常模与网络分析研究.pdf
