體驗區
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| 篇名 |
UNESCO教师ICT能力框架的演进、特征及启示
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| 並列篇名 |
The Evolution and the Characteristics of the Teachers’ ICT Competency Frameworks of the UNESCO and its Implications
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| 作者 |
代蕊华(DAI Rui-hua)
、皇甫林晓(HUANGFU Lin-xiao)
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| 中文摘要 |
联合国教科文组织（简称UNESCO）在近十年来先后出台了既具有一脉相承关系，又适时更新彰显新质的三个版本的教师ICT能力框架。文章采用内容分析法和文本分析法回溯了UNESCO教师ICT能力框架的演变历程，评析不同版本在目标、内容以及实践应用方面发生的变化，归纳出UNESCO教师ICT框架具有以下四点核心特征：始终坚持学生本位与教育生态的系统性变革；注重跨界合作与多方参与互动；兼顾教师ICT能力发展的现实性与延伸性；基于教师ICT能力阶段的不同特点提供适应性行动指南。基于此，启发我国推动ICT支持下的学校育人方式的系统性变革；加强教师ICT能力框架研发的“智囊团”建设；促进人工智能背景下教师ICT能力标准的动态更新；形成“阶梯式”发展的教师ICT能力培养模式。
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| 英文摘要 |
In the past ten years, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has successively published and updated three versions of the ICT Competency Framework for Teachers (ICT-CFT). This study uses content analysis and text analysis to trace the evolution of the UNESCO ICT-CFT and evaluate the changes in the goals, content, and practical application of different versions. It concludes that the UNESCO ICT-CFT demonstrates the following four core characteristics: adhering to student-centered and systematic changes for the educational ecology; focusing on cross-border cooperation and multi-party interaction; taking into account the reality and extension of teachers’ ICT competency development; and providing adaptive action guidelines. Based on this, this study suggests promoting a systematic reform of school education supported by ICT in China; strengthening the construction of “think tanks” for the development of the ICT-CFT; fostering the dynamic update of the ICT Competency Standards for Teachers under the artificial intelligence context; and forming a “ladder” style development of teachers’ ICT competency training.
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| 頁次 |
109-121
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| 關鍵詞 |
教师ICT能力
、信息素养
、知识创造
、teachers’ ICT competency
、information competency
、knowledge creation
、UNESCO
、CSSCI
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| 卷期 |
33:5
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| 日期 |
202109
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| 刊名 |
教師教育研究
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| 出版單位 |
北京師範大學、華東師範大學、高等學校師資培訓交流北京中心
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