【作 者】：
潘 丽 芳
【关 键 词 】：
教研员； 数字素养； 框架； 德尔菲法； 教学数字化转型
【栏 目】：
学科建设与教师发展
【中文摘要】：
当下，技术赋能、人技协同育人已然成为教育领域不可回避的议题，各种新技术在教育教学中的应用尝试和探索层出不穷，给教师带来了前所未有的挑战。教研员作为教师队伍中的特殊群体，是教师中的关键少数，如何指导教师应对数智时代的挑战，教研员自身数字素养的提升是关键。文章首先对国内外已有教师数字素养内涵、框架进行比较分析，结合教研员的工作职责和角色定位，初步构建了教研员数字素养框架。其次，采用德尔菲法，在征询和分析专家意见的基础上不断改进与完善教研员数字素养框架。最后，形成教研员数字素养框架，包含教学指导、评估与监测、教师培育、自我发展和社会责任5个一级维度和11个二级指标，为数智时代教研员数字素养提升提供方向性指引。
【英文摘要】：
Nowadays, technology empowerment and human-technology collaborative education have become an unavoidable issue in the field of education, and various attempts and explorations of the application of new technologies in education and teaching are endless, bringing unprecedented challenges to teachers. Teaching and research staff, as a special group in the teaching staff, are a key minority among teachers. How to guide teachers to cope with the challenges in the age of digital intelligence, the improvement of their own digital literacy is crucial. This paper firstly constructs a preliminary digital literacy framework for teaching and research staff by comparing and analyzing the connotations and frameworks of existing teachers' digital literacy at home and abroad, and by combining the job responsibilities and role positioning of teaching and research staff. Then, the Delphi method is adopted to continuously improve and refine the digital literacy framework for teaching and research staff on the basis of consulting and analyzing experts' opinions. Finally, the digital literacy framework for teaching and research staff is formed, including five primary dimensions of teaching guidance, evaluation and monitoring, teacher cultivation, self-development, and social responsibility, as well as 11 secondary indicators, providing directional guidance for the improvement of digital literacy of teaching and research staff in the age of digital intelligence.