體驗區
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| 篇名 |
提升教师ICT能力 驱动教师专业发展——UNESCO《教师ICT能力框架(第3版)》要点与思考
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| 並列篇名 |
Improving Teachers’ ICT Competency to Drive Teachers’ Professional Development: Key Points and Considerations of UNESCO ICT Competency Framework for Teachers (3rd Version)
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| 作者 |
兰国帅(LAN Guoshuai)
、张怡(ZHANG Yi)
、魏家财(WEI Jiacai)
、郭倩(GUO Qian)
、张巍方(ZHANG Weifang)
、孔雪柯(KONG Xueke)
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| 中文摘要 |
联合国教科文组织在修订以往《教师ICT能力框架》的基础上，对标《2030年可持续发展目标》，制定了囊括18项教育ICT能力的《教师ICT能力框架（第3版）》。作为指导教师使用ICT的职前和在职培训工具，很多国家和机构结合当地实际对该框架内容进行了调整，以便实现教师专业发展目标。本研究采用内容分析和文本分析方法，梳理了联合国教科文组织《教师ICT能力框架》的演变脉络，从能力框架开发原则、内容架构、实施案例和资源开发三个维度，深入解读这一能力框架，并提出落实能力框架，需要政府、师范院校、在职教师专业发展机构、骨干教师和校长的强有力领导。构建符合我国国情的教师信息技术应用能力框架，要出台基于“循证实践”的教师信息技术应用能力提升政策；利用智能技术助推课程动态评估;加强教育资源生态系统整体建设;分层制定科学的教师ICT能力提升计划。
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| 英文摘要 |
In the era of intelligence, information technology has brought profound changes to the way of human work, life, and thinking. It has unprecedented huge potential for the digital transformation of education. Therefore, based on the previous revision of ICT Competency Framework for Teachers, targeting United Nations the 2030 Agenda for Sustainable Development, UNESCO has developed ICT Competency Framework for Teachers (3rd version') with 18 ICT competencies in education. As a tool to guide pre-service and in-service teacher training on the use of ICT across the education system, each country and institution can adjust the content according to the local situation to realize their teacher professional development goals. By adopting content analysis and text analysis methods, this paper combs the evolution of the UNESCO ICT Competency Framework for Teachers. It makes an in-depth interpretation of UNESCO ICT Competency Framework for Teachers (3rd version、from the three dimensions of the basic principles, content framework, implementation examples md resources of UNESCO ICT Competency Framework for Teachers (3rd version). This paper also proposes that the implementation of the competency framework requires the strong leadership of the government, normal education institutions, in-service teacher professional development institutions, key teachers, and the headmasters. China should also build a framework for teachers’ ICT competency development in line with China’s national conditions’ improve teachers’ information technology application competency based on “evidence-based practice”; use intelligent technology to boost curriculum dynamic evaluation; strengthen the overall construction of education resource ecosystem; and formulate scientific plans to improve teachers’ ICT competency.
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| 頁次 |
004-017
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| 關鍵詞 |
信息通信技术
、智能技术
、教师信息技术应用能力
、教师信息素养
、信息技术能力框架
、ICT
、intelligent technology
、ICT competence of teachers
、teacher information literacy
、ICT Competency framework
、CSSCI
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| 卷期 |
27:2
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| 日期 |
202104
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| 刊名 |
開放教育研究
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| 出版單位 |
上海遠程教育集團、上海電視大學
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| DOI |
10.13966/j.cnki.kfjyyj.2021.02.001
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