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教育信息化2.0时代背景下,"学习者中心"的教师数字胜任力对于保障在线教育的质量至关重要。本研究基于整体胜任力模型,分析联合国教科文组织、欧盟、挪威和西班牙的教师数字胜任力框架如何体现"学习者中心"的原则。教师的数字认知胜任力是智识基础,是指教师在具备相应知识的基础上关注学生发展,由指向学生发展的整合技术的学科教学知识、着眼于学生需求的关于学生的知识、保护学生隐私的技术伦理知识三方面来体现;教师的数字功能胜任力是外在表现,是指教师在教学实践方面的数字胜任力,从旨在协助学生学习的数字资源使用能力、关注学生多样化需求的适应性教学能力以及赋能学习者实现学生驱动学习三方面来呈现;教师的数字社会胜任力是实现路径,体现在他们与他人之间的专业互动中,从关注学生发展的实践反思、聚焦学生发展的沟通合作、引领学生发展的持续在线专业发展活动三方面来实现。国际上"学习者中心"的教师数字胜任力框架给我们的启示是教师数字胜任力是一种多维的能力,具有多元的结构特征。同时,教师数字胜任力的不同维度之间又表现出互动性特征。"学习者中心"这一原则便是在教师数字胜任力的结构多元性和内在互动性中体现出来的。
Abstract：In the context of Education Information Technology 2.0, "learner-centered" teacher digital competence is essential to ensure the effectiveness of online education. Based on a holistic competence model, the study analyses how the "learner-centered" principle is demonstrated in the digital competence frameworks for teachers of UNESCO, European Union,Norway and Spain. Teachers' digital cognitive competence is the intellectual foundation, which refers to the teacher's comprehensive ability to focus on student development based on appropriate knowledge. It is reflected in the subject matter pedagogical knowledge that integrates technology for student development, knowledge about students with an eye to their needs, and knowledge of technology ethics to protect student privacy. Teachers' digital functional competence is the external manifestation of teachers' digital competence in their teaching practice, which is presented in terms of their ability to use digital resources to assist students' learning, their ability to teach adaptively with a focus on students' diverse needs, and their ability to empower learners to achieve student-driven learning. Teachers' digital social competence is the pathway to achieve it, which is reflected in their professional interactions with others, in terms of reflections on practice with a focus on students' development,communication and collaboration with a focus on students' development, and continuous professional development activities leading to students' development. The international digital competence frameworks for teachers have implicated us that the structure of teacher digital competence is multi-dimensional. At the same time, there is an internal interaction between different aspects of teacher digital competence. The characteristics of learner-centered is reflected in the structural plurality and internal interactions of digital competence for teachers.
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(1)为了加以区别，本研究中将Digital Competence译为“数字胜任力”，Digital Literacy译为“数字素养”。
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(4)郑旭东,马云飞,岳婷燕.持续推动数字时代的教师专业发展--基于挪威教师专业数字胜任力框架的考察[J].比较教育学报, 2021(01):139-150.
(5)郑旭东,马云飞,岳婷燕.欧盟教师数字胜任力框架:技术创新教师发展的新指南[J].电化教育研究, 2021, 42(02):121-128.
(6)仇晓春,肖龙海.教师数字胜任力框架研究述评[J].开放教育研究, 2021, 27(05):110-120.
(7)目前国际上已有的与教师数字胜任力框架相关的还有美国国家教师教育技术标准（ISTE Standards for Educators），但是这一标准主要聚焦于数字化时代教师的角色转变，而非数字胜任力的阐述。因而本研究中会有涉及，但不作为“学习者中心”教师数字胜任力框架的分析对象。其他国家（例如澳大利亚）在教师专业标准或是其他标准中对教师的数字胜任力也有提及，但尚未出台一个完整的教师数字胜任力框架，因而也不作为本研究的分析对象。
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(5)同本页(4)。
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基本信息:
中图分类号:G434;G451
引用信息:
[1]孙晓红,李琼.“学习者中心”的教师数字胜任力框架国际经验[J].比较教育学报,2022,No.337(01):28-40.
基金信息:
教育部人文社会科学重点研究基地重大项目“中国教师教育质量的基本理论研究”（项目编号：19JJD880002）
2022-02-08
2022-02-08