教育科学 ›› 2026, Vol. 42 ›› Issue (2): 61-67.

• 教师教育研究 • 上一篇    下一篇

教师数字素养提升的情感机理及实践路径*

赵鑫1,2, 李敏2   

  1. 1 西南大学 西南民族教育与心理研究中心, 重庆 400715
    2 西南大学 教育学部, 重庆 400715
  • 出版日期:2026-03-15 发布日期:2026-05-19
  • 作者简介:赵鑫(1982- ),男,重庆人,西南大学西南民族教育与心理研究中心、教育学部教授,博士生导师,主要从事课程与教学论研究;
    李敏(2001- ),女,四川岳池人,西南大学教育学部博士生,主要从事课程与教学论研究。
  • 基金资助:
    *国家社科基金高校思想政治理论课研究专项一般项目“教育家精神提升教育学课程思政建设的机制与路径研究”(24VSZ108)

Emotional Mechanisms and Practical Pathways for Enhancing Teachers’ Digital Literacy

Zhao Xin1,2, Li Min2   

  1. 1 Center for Studies of Education and Psychology of Ethnic Minorities in Southwest China, Southwest University, Chongqing 400715, China
    2 Faculty of Education, Southwest University, Chongqing 400715, China
  • Online:2026-03-15 Published:2026-05-19

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摘要：

数字素养作为数字化时代教师专业素养的新发展和新形态,是以教师队伍建设推进教育数字化转型、建成教育强国乃至数字中国的必备素养。情感是教师数字素养的本体要素,它能搭建数字素养与数字技术深度融合的桥梁,顺应数字素养技术文明和情感文明的共生趋向,呼应数字教育与素质教育互促互进的育人取向。教师数字素养的提升需要在关注技术机理的同时兼顾情感机理,即教师的数字化意识以情感理解为牵引、数字技术知识与技能以情感调节为驱动、数字化应用以情感认同为中介、数字社会责任以情感伦理为基轴、专业发展以情感修养为统摄。政府、社会、学校等主体通过挖掘滋养教师情感机理的前置性条件,构建教师数字素养提升的情感路径,为建设高素质专业化教师队伍和推进国家教育数字化战略行动提质赋能。

关键词: 教师数字素养, 情感机理, 情感路径, 情感赋能

Abstract:

As a new development and form of teachers’ professional literacy in the digital era, teachers’ digital literacy is essential for promoting educational digital transformation through teacher workforce development, building a nation strong in education, and advancing the construction of a digital China. Emotion is a constitutive element of teachers’ digital literacy. It serves as a bridge for the deep integration of digital literacy and digital technology, responds to the symbiotic trend between technological civilization and emotional civilization in digital literacy, and reflects the educational orientation of mutual reinforcement between digital education and quality-oriented education. Enhancing teachers’ digital literacy requires attention not only to technological mechanisms but also to emotional mechanisms. Specifically, teachers’ digital awareness is guided by emotional understanding, their knowledge and skills in digital technology are driven by emotional regulation, their digital application is mediated by emotional identification, their digital social responsibility is grounded in emotional ethics, and their professional development is governed by emotional cultivation. Governments, society, schools, and other stakeholders should explore the prerequisite conditions that nurture teachers’ emotional mechanisms and construct emotional pathways for enhancing teachers’ digital literacy, thereby providing emotional empowerment for building a high-quality professional teacher workforce and improving the national strategic action for educational digitalization.

Key words: teachers’digital literacy, emotional mechanism, emotional pathways, emotional empowerment

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