建构主义学习理论视域下教师数字素养的内涵、特征及提升策略

The Connotation, Characteristics, and Improvement Strategies of Teachers’ Digital Literacy from the Perspective of Constructivist Learning Theory

This study explores the connotation, characteristics, and improvement strategies of teachers’ digital literacy from the perspective of constructivist learning theory. First, the article analyzes the connotation of teachers’ digital literacy from four dimensions: information acquisition and evaluation ability, digital tool application ability, collaboration and communication skills, and critical thinking and reflective ability. Teachers need not only to effectively acquire and evaluate information but also to flexibly use digital tools to support students’ knowledge construction and collaborative learning. Secondly, three key characteristics of teachers’ digital literacy in the context of constructivism are summarized: autonomy and initiative, situationality and practicality, and sociality and collaboration. It emphasizes that teachers should apply technology flexibly according to teaching contexts and promote the co-construction of knowledge through cooperation and interaction. Finally, in response to the current practical needs for improving teachers’ digital literacy, strategies such as project-driven training, establishing teachers’ digital learning communities, and utilizing reflective practices are proposed. Improving teachers’ digital literacy is at the core of the digital transformation of education. In the future, diversified strategies should be adopted to promote the comprehensive development of teachers in the digital age.

本研究从建构主义学习理论的视角出发，探讨了教师数字素养的内涵、特征及其提升策略。首先，文章从信息获取与评估能力、数字化工具运用能力、协作与沟通能力以及批判性思维与反思能力四个维度分析了教师数字素养的内涵，教师不仅需要有效地获取、评估信息，还应能灵活运用数字工具支持学生的知识建构和协作学习。其次，归纳了建构主义视域下教师数字素养的三个关键特征：自主性与主动性、情境性与实践性、社会性与协作性，强调教师应根据教学情境灵活应用技术，并通过合作与互动促进知识的共同建构。最后，针对当前教师数字素养提升的现实需求，提出了通过项目驱动的培训、建立教师数字学习社区以及利用反思性实践等策略。教师数字素养的提升是教育数字化转型的核心，未来应采取多样化策略，推动教师在数字时代的全面发展。