【作 者】：
孔新宇， 康红芹， 王志向， 戴 岭
【关 键 词 】：
乡村教师； 数字素养； 培育； 支持体系； 运行机制
【栏 目】：
学科建设与教师发展
【中文摘要】：
培育乡村教师数字素养是加快推进乡村教育数字化转型的关键举措。研究基于844名乡村教师的问卷数据，构建“环境—组织—技术—个体”（EOTI）理论框架，剖析当前乡村教师数字素养培育支持体系的实然样态与运行机制，挖掘乡村教师数字素养影响因素并测量其相对贡献率。研究发现：（1）个体层面的协作胜任力是乡村教师数字素养培育支持体系的“短板”；（2）乡村教师数字素养在教龄、最高学历、任教学段和学校所属地区等变量上存在差异，而在性别和职称方面不存在差异；（3）政策支持、管理制度、资源保障和协作胜任力对乡村教师数字素养影响较大，其相对贡献率分别为21.895%、23.832%、33.280%和15.193%；（4）乡村教师数字素养培育支持体系的运行机制呈现为“政策支持→管理制度→资源保障→协作胜任力→数字素养”这一链式中介效应。
【英文摘要】：
Cultivating the digital literacy of rural teachers is a crucial measure to accelerate the digital transformation of rural education. The study constructs a theoretical framework of "Environment-Organization-Technology-Individual"(EOTI) based on the questionnaire data of 844 rural teachers, analyses the current state and operation mechanism of support system for cultivating digital literacy of rural teachers, thereby explores influencing factors and their relative contribution rates. The results demonstrate that: (1)collaborative competence at the individual level is the "weak point" in the support system; (2)rural teachers' digital literacy varies across variables such as years of teaching experience, highest degree obtained, instructional grade level, and school geographic location, but no differences are found in terms of gender and professional title; (3)policy support, management system, resource guarantee, and collaborative competence have a significant impact on rural teachers' digital literacy, with relative contribution rates of 21.895%, 23.832%, 33.280% and 15.193% respectively; (4)the operation mechanism of digital literacy cultivation support system of rural teachers presents a chain mediating effect of "policy support→management system→resource guarantee→collaborative competence→digital literacy".