【作 者】：
闫寒冰， 余淑珍
【关 键 词 】：
数字素养； 培训专业化； 研训专业化； 数字化转型； 教师发展
【栏 目】：
学科建设与教师发展
【中文摘要】：
作为教育发展的第一资源，教师的数字素养水平成为影响数字化转型成效的关键所在。教师研训是提升教师能力素养的关键路径，如何在数字化环境中推动研训变革，进而有效提升教师的数字素养，是研究与实践领域都高度关注的问题。为此，本研究先是明确了基于专业化思考的、具有中国特色的教师研训追求，即能力本位、关注差异与规模实施；接着以中小学教师信息技术应用提升工程2.0所采取的研训举措为思考起点，分析其优势及不足；然后，梳理数字化背景下的教育前沿实践，探讨创新研训的可能做法；最后，结合前续实践不足与研训创新可能，从研训实施与质量管理两个层面提出面向教师数字素养提升的数字化实践路径。研训实施路径是对能力提升工程2.0基础模式的优化，包括以校为本、聚焦场景、应用驱动、精准测评、赋能学生等；质量管理的数字化实践路径是前续实践较为欠缺的，包括打造头部资源、实施扁平教研、嵌入普适支架、关联数据治理等。
【英文摘要】：
As the primary resource for educational development, the level of teachers' digital literacy has become a key factor influencing the effectiveness of digital transformation. Teacher training is a key path to improve teachers' competence. How to promote the reform of teacher training in the digital environment, so as to effectively enhance teachers' digital literacy, is an issue of great concern in both research and practice fields. To this end, this study first clarifies the pursuit of teacher training based on professionalized thinking with Chinese characteristics, which is competency-based, attention to differences, and scale implementation. Next, starting from the training actions adopted by the Project 2.0 for promoting primary and secondary school teachers' information technology application, this study analyzes its strengths and weaknesses. Then, this paper reviews the cutting-edge educational practices in the digital context and explores the possible innovative training methods. Based on the insufficiency of previous practices and the possibilities of innovative training, this study proposes a digital practice path for enhancing teachers' digital literacy from the perspectives of training implementation and quality management. The path for training implementation is an optimization of the basic model of the Project 2.0, which is school-based, scenario-focused, application-driven, precise evaluation, and empowering students. The digital practice path for quality management is what is lacking in the previous practice, including creating top resources, implementing flat teaching and research, embedding universal scaffolding, and linking data governance.