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教师数字韧性：内涵、框架及发展路径

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钟志贤, 刘力洪. 教师数字韧性：内涵、框架及发展路径[J]. 教师教育学报.
引用本文: 钟志贤, 刘力洪. 教师数字韧性：内涵、框架及发展路径[J]. 教师教育学报.
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ZHONG Zhixian, LIU Lihong. Teacher Digital Resilience: Connotations, Frameworks and Development Pathways[J]. Journal of Teacher Education.
Citation: ZHONG Zhixian, LIU Lihong. Teacher Digital Resilience: Connotations, Frameworks and Development Pathways[J]. Journal of Teacher Education.
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教师数字韧性：内涵、框架及发展路径

  • 江西师范大学 教师教育高等研究院, 江西 南昌 330022

详细信息
    作者简介:

    钟志贤,理学博士,江西师范大学教师教育高等研究院教授,博士生导师;刘力洪,江西师范大学教师教育高等研究院硕士研究生。

  • 中图分类号: G451

Teacher Digital Resilience: Connotations, Frameworks and Development Pathways

  • Institute of Teacher Education for Advanced Study, Jiangxi Normal University, Nanchang 330022, China

  • 摘要: 数字技术与教育的融合为教师的教育教学方式革新带来了机遇与挑战。数字韧性作为数字时代的必备素养，有助于教师客观地辨别和应对数字时代所面临的问题，更好地适应数字化教育教学或生存。教师数字韧性是指教师在应用数字技术开展教育教学中遭遇技术困难或挑战时所表现出的积极心向与适应能力。通过理解和分析数字韧性的概念与内涵，在分析现有代表性数字韧性框架的基础上，结合心理韧性研究和教师职业特点，从“适应环境、应对挑战、自我调节、寻求支持”四个层面构建了教师数字韧性结构框架。教师的数字韧性可通过自我建构、韧性教育、场所学习和资源支持等得以形成和发展。
    Abstract: The integration of digital technology with education has brought opportunities and challenges to the innovation of education and teaching methods for teachers. Digital resilience, as a necessary skill in the digital age, helps teachers objectively identify and address the challenges faced in the digital era, enabling them to better adapt to digital education and teaching or survival.Teacher digital resilience refers to the positive mindset and adaptability that teachers show when they encounter technological difficulties or challenges while using digital technology for education and teaching.Building on the understanding and analysis of the concept and connotation of digital resilience, along with existing representative digital resilience frameworks, and in conjunction with psychological resilience research and the characteristics of the teaching profession, the paper constructs a framework for teacher digital resilience from four dimensions: "adapting to the environment, coping with challenges, self-regulation, and support-seeking." In the daily professional work of teachers, the development of teacher digital resilience can be promoted through self-awareness, resilience education, place-based learning, and resource support.
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教师数字韧性：内涵、框架及发展路径

    作者简介: 钟志贤,理学博士,江西师范大学教师教育高等研究院教授,博士生导师;刘力洪,江西师范大学教师教育高等研究院硕士研究生。
  • 江西师范大学 教师教育高等研究院, 江西 南昌 330022
  • 网络出版日期:  2024-01-29
基金项目: 

摘要: 数字技术与教育的融合为教师的教育教学方式革新带来了机遇与挑战。数字韧性作为数字时代的必备素养，有助于教师客观地辨别和应对数字时代所面临的问题，更好地适应数字化教育教学或生存。教师数字韧性是指教师在应用数字技术开展教育教学中遭遇技术困难或挑战时所表现出的积极心向与适应能力。通过理解和分析数字韧性的概念与内涵，在分析现有代表性数字韧性框架的基础上，结合心理韧性研究和教师职业特点，从“适应环境、应对挑战、自我调节、寻求支持”四个层面构建了教师数字韧性结构框架。教师的数字韧性可通过自我建构、韧性教育、场所学习和资源支持等得以形成和发展。

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