摘要
在教育数字化转型背景下,职业院校教师数字素养水平成为数字化技术技能人才培养与职业教育数字化转型的关键要素。在文献研究基础上,运用扎根理论对访谈资料进行分析,构建职业院校教师数字素养的初始结构维度。通过项目分析、探索性因子分析和验证性因子分析,开发出职业院校教师数字素养正式测量量表,具体包括数字化观念与意识、数字技术知识与技能、数字化应用与评价、数字化安全与责任、数字化专业发展5个维度,共33个具体题项。为数字化转型视域下职业院校教师数字素养水平测量提供了实用工具。
In the context of digital transformation of education,the digital literacy level of teachers in vocational colleges has become a key element in the cultivation of digital technology skills talents and the digital transformation of vocational education.Based on literature research,grounded theory was used to analyze the interview data and construct the initial structural dimensions of digital literacy among vocational college teachers.Through item analysis,exploratory factor analysis and confirmatory factor analysis,a formal measurement scale for digital literacy of vocational college teachers was developed.This measurement scale includes 5 dimensions:digital concepts and awareness,digital technology knowledge and skills,digital application and evaluation,digital security and responsibility,and digital professional development,with a total of 33 specific items.It provides a practical tool for measuring the digital literacy level of teachers in vocational colleges under the perspective of digital transformation.
作者
王晓军
赵文平
Wang Xiaojun;Zhao Wenping
出处
《中国职业技术教育》
北大核心
2024年第17期34-45,共12页
Chinese Vocational and Technical Education
基金
国家社会科学基金教育学一般课题“高质量发展视域下职业教育教材评价标准体系构建研究”(项目编号:BJA220259,主持人:赵文平)。
关键词
职业教育
数字化转型
教师数字素养
扎根理论
因子分析法
vocational education
digital transformation
teacher's digital literacy
grounded theory
factor analysis method
