摘要
师资是高职院校培养高技能人才的教育教学关键要素核心,其数字素养决定了专业数字化改造与高质量建设水平。基于社会认知理论构建了教师数字素养的“个体-行为-环境”三元交互框架,通过综合质性访谈、问卷调查、结构方程模型(SEM)与模糊集定性比较分析(fsQCA),系统分析浙江省高职院校教师的数字素养状况。研究发现,行为实践是教师数字素养生成的直接通道;多条件协同是教师数字素养发展的关键机制;外部支持不足是教师数字素养提升的主要障碍。据此,建议提高教师个体数字素养自我效能,强化数字教学行为;深化教师数字素养校企联合培训,推动条件协同落地;完善教师数字素养政策制度保障,放大外部支持效能。
In higher vocational colleges,teachers are the central human capital for training high-skill talent,and the level of their digital literacy is decisive in driving the digital overhaul of specialties and achieving high-quality growth.Based on Social Cognitive Theory,the article constructed a“personal-behavior-environment”triadic interactive framework of teachers’digital literacy,analyzing the situation of teachers’digital literacy in Zhejiang Higher Vocational Colleges through comprehensive qualitative interview,questionnaire survey,structural equation modeling(SEM),and fuzzy-set qualitative comparative analysis(fsQCA).The study found that practice behavior is the direct channel for the generation of teachers’digital literacy;multi-condition collaboration is the key mechanism for the development of teachers’digital literacy;and insufficient external support is the main obstacle to improving teachers’digital literacy.Based on these findings,it is recommended to enhance teachers’individual digital literacy self-efficacy to strengthen digital teaching behaviors;deepen school-enterprise collaborative training in higher vocational colleges to promote the realization of multi-condition collaboration;and perfect the policy and institutional guarantees for teachers’digital literacy to amplify the effect of external support.
作者
吴向明
黄雁红
毋磊
WU Xiangming;HUANG Yanhong;WU Lei(Zhejiang University of Technology,Hangzhou 310023)
出处
《中国高教研究》
北大核心
2025年第12期101-108,共8页
China Higher Education Research
基金
浙江省社科联2024年度浙江省新型智库重点课题“新质生产力下的职业教育人才培养社会责任感构建”(24ZK068Z)的研究成果。
关键词
高职院校教师
数字素养
影响因素
提升策略
higher vocational teachers
digital literacy
influencing factors
improvement strategies
