我国中小学英语教师数字素养发展现状及影响因素研究

doi:10.12002/j.bisu.552

摘要/Abstract

摘要：

教师数字素养研究是外语教育学的新兴议题，深入把握教师素养发展现状是新兴技术赋能外语教育的重要前提。基于调查问卷和访谈的数据，本研究考察了我国316名中小学英语教师数字素养发展的现状及影响因素。结果显示，我国中小学英语教师数字素养总体感知情况较好，数字素养各维度水平排序依次为数字道德>数字态度>数字意识>数字能力>数字知识。年龄和学历因素对教师数字素养发展产生显著性影响，性别和学校区位对数字素养的影响反而不明显；另外，数字原生性也显著地影响了教师的数字素养。以此为基础，本研究提出了促进外语教师数字素养发展的相应对策，以响应国家人工智能赋能外语教育的号召，助力数智时代外语教师的专业发展。

关键词: 英语教师; 数字素养; 教师专业发展; 外语教育; 中小学

Abstract:

Research on teachers’ digital literacies is a burgeoning topic in foreign language education; thus, understanding the status quo of teachers’ digital literacy development is an important prerequisite for the emerging field of technology-empowered foreign language education. Using questionnaires and interviews as the research methodology, the present study aims to assess the development of the digital literacies of 316 English teachers in elementary and secondary schools in China and to identify the factors that influence the teachers’ development of digital literacies. The results has revealed that the overall development of teachers’ digital literacies is desirable, and the ranking of the dimensions of teachers’ digital literacies is as follows: digital morality > digital attitude > digital awareness > digital ability > digital knowledge. In addition, factors such as age and educational background have a significant impact on the development of teachers’ digital literacies, while gender and school location have no significant impact. Digital nativity significantly influences teachers’ digital literacy. Finally, corresponding countermeasures to intervene in and to improve the development of foreign language teachers’ digital literacies are proposed, echoing the call for AI-empowered foreign language teaching and the facilitation of teachers’ professional development.

Keywords: English teachers; digital literacies; teachers’ professional development; foreign language education; elementary and secondary school

中图分类号:

H319[文献标识码]A

黄芳, 王乐. 我国中小学英语教师数字素养发展现状及影响因素研究[J]. 北京第二外国语学院学报, 2024, 46(6): 46-63.

Huang Fang, Wang Le. Examining Elementary and Secondary School English Teachers’ Digital Literacies in China: Status Quo and Influencing Factors[J]. Journal of Beijing International Studies University, 2024, 46(6): 46-63.

图/表 6

参考文献 43

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变量	维度	操作性定义	测量条目示例
数字素养	数字意识	教师了解数字技术对外语教学的重要性，并对使用数字技术辅助教学有积极的内在需求	我了解在英语教学中使用数字技术的重要性
	数字知识	教师掌握使用数字技术赋能外语教学的相关知识和方法	我知道如何使用数字技术辅助英语教学
	数字能力	教师具备使用数字技术整合外语教学资源的能力	我能根据教学内容和教学法选择合适的数字技术
	数字道德	教师能够遵守数字道德规范，注意保护个人及他人的隐私，尊重他人的智慧成果	我能遵守数字信息道德、伦理
	数字态度	教师对数字技术在外语教学中的应用保持乐观态度，并在自身的外语教学中积极使用各种数字技术	我喜欢在教学中使用数字技术
数字原生性	伴随技术成长	教师认为个人是伴随数字技术的发展而成长的	我每天使用因特网或电子产品
	进行多任务处理	教师能同时处理多个任务	我能同时使用多个应用程序
	依赖图形表达	比起文字描述，教师更倾向于使用图形表达	当我要解释事情时，我用的图片比文字多
	期待立刻满足	对于发出的请求或疑问等，教师希望得到立刻回复	当我需要信息时，我期待能快速获取信息

变量	维度	操作性定义	测量条目示例
数字素养	数字意识	教师了解数字技术对外语教学的重要性，并对使用数字技术辅助教学有积极的内在需求	我了解在英语教学中使用数字技术的重要性
	数字知识	教师掌握使用数字技术赋能外语教学的相关知识和方法	我知道如何使用数字技术辅助英语教学
	数字能力	教师具备使用数字技术整合外语教学资源的能力	我能根据教学内容和教学法选择合适的数字技术
	数字道德	教师能够遵守数字道德规范，注意保护个人及他人的隐私，尊重他人的智慧成果	我能遵守数字信息道德、伦理
	数字态度	教师对数字技术在外语教学中的应用保持乐观态度，并在自身的外语教学中积极使用各种数字技术	我喜欢在教学中使用数字技术
数字原生性	伴随技术成长	教师认为个人是伴随数字技术的发展而成长的	我每天使用因特网或电子产品
	进行多任务处理	教师能同时处理多个任务	我能同时使用多个应用程序
	依赖图形表达	比起文字描述，教师更倾向于使用图形表达	当我要解释事情时，我用的图片比文字多
	期待立刻满足	对于发出的请求或疑问等，教师希望得到立刻回复	当我需要信息时，我期待能快速获取信息

年龄段	数字意识		数字能力		数字态度		数字知识		数字道德		数字素养
年龄段	M	SD	M	SD	M	SD	M	SD	M	SD	M	SD
20—29岁	5.671	1.040	5.659	0.915	5.731	0.909	5.607	0.848	5.973	0.929	5.728	0.836
30—39岁	5.663	1.040	5.531	1.077	5.612	1.131	5.523	0.938	5.865	1.055	5.639	0.925
40—49岁	5.701	0.899	5.532	0.909	5.662	0.868	5.296	0.830	5.827	0.827	5.604	0.774
50—60岁	5.459	1.042	5.275	1.125	5.665	0.867	5.155	1.179	5.760	0.871	5.463	0.909

年龄段	数字意识		数字能力		数字态度		数字知识		数字道德		数字素养
年龄段	M	SD	M	SD	M	SD	M	SD	M	SD	M	SD
20—29岁	5.671	1.040	5.659	0.915	5.731	0.909	5.607	0.848	5.973	0.929	5.728	0.836
30—39岁	5.663	1.040	5.531	1.077	5.612	1.131	5.523	0.938	5.865	1.055	5.639	0.925
40—49岁	5.701	0.899	5.532	0.909	5.662	0.868	5.296	0.830	5.827	0.827	5.604	0.774
50—60岁	5.459	1.042	5.275	1.125	5.665	0.867	5.155	1.179	5.760	0.871	5.463	0.909

年龄段	年龄段	SD	Sig.
20—29岁	30—39岁	0.142	0.553
	40—49岁	0.136	0.023^*
	50—60岁	0.177	0.011^*
30—39岁	40—49岁	0.131	0.086
30—39岁	50—60岁	0.173	0.034^*
40—49岁	50—60岁	0.168	0.400