摘要
数字化转型浪潮正在重构基础教育生态,中小学教师智慧素养作为破解技术适应困境、数据协作壁垒、价值决策与伦理判断冲突三重挑战的关键能力,成为智慧教育研究的核心议题。基于DIKW理论模型,研究构建属种明晰、维度可测的中小学教师智慧素养概念框架。溯源从数据素养到智慧素养的跃迁规律,以此确立自主性素养与互动性素养的双维结构。中小学教师智慧素养的根本属性是计算思维、辩证思维和创新思维的融合共生,其构成要素聚焦物理、信息、社会三维空间的差异协同,涵盖智慧适应力、智慧洞察力及智慧领导力。在实践层面,针对基础教育数字化转型的三重矛盾,设计“物—理”认知、“物—物”协作、“物—人”协同的培育路径,旨在促进教师自主性素养的奠基、互动性素养的深化及双维素养的融合,以期为基础教育高质量发展提供理论指导。
Digital transformation is reshaping the ecology of basic education,positioning teach⁃ers’smart attainment as a pivotal capability to address the tripartite challenges of technological em⁃bodiment fractures,data collaboration barriers,and ethical value crises.Current research suffers from terminological ambiguity and theoretical fragmentation,hindering academic discourse and prac⁃tical efficacy.Grounded in the DIKW model,this study constructs multidimensional framework for teachers’smart attainment:theoretical tracing reveals evolutionary trajectory from data literacy to wisdom literacy.The research identifies computational thinking,dialectical thinking,and innovative thinking as intrinsic attributes of smart attainment.The constituent elements focus on the differentiat⁃ed coordination across physical,informational,and socialdimensions,encompassing smart adaptabili⁃ty,smart insight,and smart leadership.At the practical level.Inresponse to the triple contradictions in the digital transformation of basic education,and cultivation pathways of“object⁃reason”cogni⁃tion,“object⁃object”collaboration and“object⁃human”synergy are designed to fosterthe foundation of autonomous literacy,the deepening of interactive literacy,and the integration of dual⁃dimensional literacy.The study aims to provide theoretical guidance for the high⁃quality development ofbasic edu⁃cation.
作者
代显华
蔡莹桥
高朝邦
DAI Xianhua;CAI Yingqiao;GAO Chaobang(Chengdu University,Chengdu Sichuan 610106)
出处
《现代教育管理》
北大核心
2025年第10期77-87,共11页
Modern Education Management
基金
全国教育科学规划教育部重点课题子课题“基于互联网+教育背景下教育精准扶贫的研究”(DCA190331-1011)
成都大学大学生创新训练计划项目(202511079005X)。
关键词
中小学教师智慧素养
DIKW理论模型
素养演进
“物—人”协同
智慧教育
smart attainment for primary and secondary school teachers
DIKW model
literacy evolution
“object⁃human”synergy
smart education
