中国电化教育

当前教育数字化转型的推进已经进入深水区，《义务教育信息科技课程标准(2022年版)》的出台肩负着促进学生数字素养提升，助力教育数字化转型的历史使命。文章深入分析教育数字化转型“转”什么的问题，挖掘了教育数字化转型的三个典型层面：制度层面的创新、物质层面的升级以及人的素养的提升。进一步地探讨教育数字化转型怎么“转”的问题，构建了教育数字化转型的系统运行模型。在此基础上，分析了信息科技课程在教育数字化转型系统中的制度耦合价值、物质统整价值、素养发展价值。随后，在教育数字化转型系统中，审慎分析并指出当前信息科技课程的实施困境：在制度层面，政策理解与师资队伍发展不足；在物质层面，数字化软硬件设施与资源建设不完善；在人的层面，数字化教育实践意识与能力薄弱。最后，针对当前落实信息科技课程的困境，提出了针对性的实践策略：强化培训深度与广度，建立完善的信息科技教师培育机制；加快新教材建设步伐，完善课程内容和相关资源体系；重塑信息科技教育价值观，变革教学模式与方法；重视人机协同的教学实践，促进人机融合创新发展；落实“教—学—评”一致性，关注师生数字素养评价。

The current promotion of educational digital transformation has entered a critical phase. The issuance of the “Compulsory Education Information Science and Technology Curriculum Standards(2022 Edition)” bears the historical mission of deepening the promotion of educational digital transformation. A thorough analysis of what educational digital transformation “transitions” led to the identification of three key elements: innovative institutional practices, material upgrades, and enhanced human competencies. Furthermore, the “how” of educational digital transformation was explored, resulting in the development of a systematic operational model for educational digital transformation.Based on this, the institutional coupling value, material integration value, and competency development value of information technology courses in the educational digital transformation system were analyzed. Subsequently, the current implementation challenges of information science and technology courses in the educational digital transformation system were carefully identified: at the institutional level, there is insufficient understanding of policies and the development of teacher resources; at the material level, digital hardware and software facilities and resource construction are incomplete; at the human level, there is a weak awareness and capability for digital educational practices. Finally,in response to the current challenges of implementing information science and technology courses, targeted practical strategies were proposed:enhancing the depth and breadth of training, establishing a comprehensive mechanism for cultivating information science and technology teachers; accelerating the development of new teaching materials, improving curriculum content and related resource systems; reshaping the values of information science and technology education, transforming teaching methods and approaches; attaching importance to the humanmachine collaborative teaching practice, promoting innovative development through human-machine integration; implementing consistency in “teaching-learning-evaluation”, and focusing on the evaluation of teachers' and students' digital literacy.