Journal of East China Normal University(Educational Sciences) >
Reconstruction of Teachers’ Competencies: A Key Support for the Digital Transformation of Education
Online published: 2023-03-01
The digital transformation of education is driven by the technical ecology formed by the integration of multiple technologies, and it is necessary to analyze the needs it brings to the teaching profession from a technical perspective. The technical intention of the digital transformation of education has shifted teachers from “teaching” to “learning”-centered, and smart education environment has shifted human-machine relationship from auxiliary to collaborative. The physical-social-cyber space survival mode penetrated by technology requires teachers to have corresponding moral cultivation capabilities, and the paradigm of knowledge growth in the digital age requires teachers to continue to develop themselves. Borrowing the functional capacity analysis construction path of organizational behavior elements analysis, the paper analyzes the core mission and attributes of educational organizations, and combines the needs of education digital transformation to obtain the specific types of capabilities supporting the digital transformation of education: curriculum development and teaching competency, human-computer collaboration competency, effective moral education competency and self-growth competency. From the perspective of supporting the digital transformation of education, curriculum development and teaching competency is the premise and guarantee of “learning”-centered, and human-computer collaboration competency is the transformation direction of teachers’ ICT capabilities in smart environments. Effective moral education competency is the primary role of teachers in the process of digital transformation, and self-growth competency is the purpose and means of digital survival. Teacher education needs to face up to the current problems in teacher capacity development and reshape teacher education around the core competencies required by digital transformation.
Xiaohong Tian , Yilong Ji , Yueliang Zhou . Reconstruction of Teachers’ Competencies: A Key Support for the Digital Transformation of Education[J]. Journal of East China Normal University(Educational Sciences), 2023 , 41(3) : 91 -100 . DOI: 10.16382/j.cnki.1000-5560.2023.03.010
null | 艾瑞咨询系列研究报告. (2021). 中国企业数字化转型路径实践研究报告. 上海艾瑞市场咨询有限公司, (1), 578- 626. |
null | 安德烈亚斯?施莱歇尔. (2018). 超越PISA: 如何建构21世纪学校体系(徐瑾劼译). 上海: 上海教育出版社. |
null | 安东尼?塞尔登, 奥拉迪梅吉?阿比多耶. (2019). 第四次教育革命(吕晓志译). 北京: 机械工业出版社. |
null | 冯剑峰, 王雨宁, 白玉彤. (2022). 教师数字化能力研究的图景及展望: 基于国际文献的分析. 教师教育研究, (2), 118- 128. |
null | 郭炯, 郝建江. (2021). 智能时代的教师角色定位及素养框架. 中国电化教育, (6), 121- 127. |
null | 韩连庆. (2012). 技术意向性的含义与功能. 哲学研究, (10), 97- 103+129. |
null | 韩民青. (1982). 论人与工具的关系及发展. 晋阳学刊, (4), 109- 112. |
null | 黄荣怀, 汪燕, 王欢欢, 逯行, 高博俊. (2020). 未来教育之教学新形态: 弹性教学与主动学习. 现代远程教育研究, (3), 3- 14. |
null | 季为民, 沈杰. (2022). 青少年蓝皮书: 中国未成年人互联网运用报告. 北京: 社会科学文献出版社. |
null | 联合国教科文组织. (2022). 一起重新构想我们的未来: 为教育打造新的社会契约. 巴黎: UNESCO , 北京: 教育科学出版社. |
null | 联合国教科文组织. (2019). 北京共识——人工智能与教育. http://www.moe.gov.cn/jyb_xwfb/gzdt_gzdt/s5987/201908/W020190828311234679343.pdf |
null | 联合国教科文组织. (2018). 教师信息和通信技术能力框架(第三版). https://unesdoc.unesco.org/ark:/48223/pf0000371113 |
null | 刘大椿, 刘劲扬. (2011). 科学技术哲学经典研读. 北京: 中国人民大学出版社. |
null | 刘磊, 刘瑞. (2020). 人工智能时代的教师角色转变: 困境与突围——基于海德格尔技术哲学视角. 开放教育研究, (3), 44- 50. |
null | 路易斯?波伊曼. (2008). 知识论导论: 我们能知道什么?. 北京: 中国人民大学出版社. |
null | 罗莎莎, 靳玉乐. (2020). 智能时代教师角色的危机、成因及其应对——基于场景理论的视角. 教师教育研究, (3), 53- 59. |
null | 罗莎莎. (2021). 论智能时代教师角色变革的根本立场与价值逻辑. 教师教育研究, (4), 32- 37. |
null | 曼努埃尔?迪亚斯. (2020). 数字化生活: 假如未来已经先你而行. 北京: 中国人民大学出版社. |
null | 潘云鹤. (2018). 人工智能2.0与教育的发展. 中国远程教育, (5), 5- 8+44+79. |
null | 沙伦?E?斯马尔蒂诺. (2005) . 教学技术与媒体. 北京: 高等教育出版社. |
null | 檀传宝. (2007). 德育原理. 北京: 北京师范大学出版社. |
null | 项贤明. (2019). 教育学原理. 北京: 高等教育出版社. |
null | 徐建平. (2004). 教师胜任力模型与测评研究(博士学位论文, 北京师范大学). |
null | 闫广芬, 刘丽. (2022). 教师数字素养及其培育路径研究——基于欧盟七个教师数字素养框架的比较分析. 比较教育研究, (3), 10- 18. |
null | 杨现民, 赵瑞斌. (2021). 智能技术生态驱动未来教育发展. 现代远程教育研究, (2), 13- 21. |
null | 张辉蓉, 朱予橦, 念创, 熊张晓. (2020). 重大疫情下中小学网络教学: 机遇、挑战与应对. 课程. 教材. 教法, (5), 58- 63. |
null | 张玲, 宋乃庆, 蔡金法. (2019). 问题提出: 基本蕴涵与教育价值. 中国电化教育, (12), 31- 39. |
null | 张优良, 尚俊杰. (2019). 人工智能时代的教师角色再造. 清华大学教育研究, (4), 39- 45. |
null | 赵健. (2021). 技术时代的教师负担: 理解教育数字化转型的一个新视角. 教育研究, (11), 151- 159. |
null | 中华人民共和国国家互联网信息办公室. (2021). 数字中国发展报告. http://www.cac.gov.cn/2022-08/02/c_1661066515613920.htm. 28. |
null | 朱贻庭. (2011). 伦理学大辞典(修订本). 上海: 上海辞书出版社. |
null | 祝智庭, 胡姣. (2022a). 教育数字化转型的理论框架. 中国教育学刊, (4), 41- 49. |
null | 祝智庭, 胡姣. (2022b). 教育数字化转型: 面向未来的教育“转基因”工程. 开放教育研究, (5), 12- 19. |
null | Boyatzis, R. E. (2008). Competencies in the 21st century. Journal of management development, 27 (1), 5- 12. |
null | Campion, M. A. et al. (2011). Doing competencies well: Best practices in competency modeling. Personnel psychology, 64 (1), 225- 262. |
null | De Vos, A., De Hauw, S., & Willemse, I. (2011). Competency development in organizations: building an integrative model through a qualitative study. https://public.vlerick.com/Publications/6012aa00-2f06-e111-8b9d-005056a635ed.pdf |
null | Farias-Gaytan, S., Aguaded, I., & Ramirez-Montoya, M. S. (2022). Transformation and digital literacy: Systematic literature mapping. Education and Information Technologies, 27 (2), 1417- 1437. |
null | Mayer, R., & Mayer, R. E. (Eds.). (2005). The Cambridge handbook of multimedia learning. Cambridge university press. |
null | Miller, R. (2015). Learning, the future, and complexity. An essay on the emergence of futures literacy. European Journal of Education, 50 (4), 513- 523. |
null | OECD. (2001). Definition and Selection of Competencies: Theoretical and Conceptual Foundations. https://www.deseco.ch/RychSalg_Front.pdf . |
null | OECD. (2005). The Definition and Selection of Key Competencies: Executive Summary. https://www.oecd.org/pisa/35070367.pdf |
null | OECD. (2020). Results from Talis 2018. https://www.oecd.org/education/talis/ TALIS2018_CN_CSH.pdf. |
null | Parry, S. B. (1996). The quest for competencies. Training, 33 (7), 48. |
null | Spencer, L. M., & Spencer, P. S. M. (2008). Competence at Work models for superior performance. John Wiley & Sons. |
/
〈 |
|
〉 |