【作 者】：
朱 龙， 张 洁， 吴欣熙， 林依乔， 招紫慧， 付道明
【关 键 词 】：
数字转型； 教师； 教师数字素养； 发展动向； 测评场景
【栏 目】：
学科建设与教师发展
【中文摘要】：
提升教师数字素养是深化教育数字转型，推动教育高质量发展的重要路径。测评具有导向、激励和调整的功能，是发展教师数字素养的重要环节。伴随化、常态化、大规模的测评新需求以及智能化、自适应、情境化的测评新技术相互作用，教师数字素养测评范式从基于结果测评迈向伴随式测评、测评目标从筛选甄别迈向教评融合、测评手段从自陈式问卷迈向智能测评、测评内容从简单知能迈向问题解决能力、测评数据从单一数据迈向多模态数据。基于“技术赋能、场景融合、过程伴随”的理念，文章建构了四类教师数字素养测评场景：人机对话支持的数字化意识与责任测评场景、适应性评测技术支持的数字技术知识测评场景、虚拟现实支持的数字技术技能测评场景、数据驱动的数字化应用与专业发展测评场景。最后，从标准引领、应用驱动、数字认证、技术赋能、赋智增能五个方面提出教师数字素养测评实践建议，以期提升教师数字素养，助力教育数字转型。
【英文摘要】：
Improving teachers' digital literacy is an important way to deepen the digital transformation of education and promote high-quality development of education. Assessment has the functions of guidance, incentive and adjustment, and it is an important part of developing teachers' digital literacy.With the new needs of accompanying, normalized and large-scale assessment and the interaction of new technologies of intelligent, adaptive and contextualized assessment, the assessment paradigm of teachers' digital literacy has changed from outcome-based assessment to accompanying assessment, the assessment goal has changed from screening to teaching-assessment integration, the assessment method has changed from self-reporting questionnaire to intelligent assessment, the assessment content has changed from simple knowledge to problem-solving ability, and the assessment data has changed from single data to multi-modal data. Based on the concept of "technology empowerment, scenario integration, and process accompaniment", this paper constructs four types of digital literacy assessment scenarios for teachers: the assessment scenario of digital consciousness and responsibility supported by human-machine dialogue, the assessment scenario of digital technology knowledge supported by adaptive assessment technology, the assessment scenario of digital technology skills supported by virtual reality, and the assessment scenario of data-driven digital application and professional development. Finally, practical suggestions for assessing teachers' digital literacy are proposed from five aspects: standard guidance, application drive, digital certification, technology empowerment, and intellectual augmentation in order to improve teachers' digital literacy and promote the digital transformation of education.