中国电化教育

教师是教育发展的第一资源,教师发展数字化转型是教育数字化转型的关键力量。基于对当前教师发展的数字化基础与转型诉求的分析,该文首先从721学习理论的视角提出了教师发展数字化学习逻辑架构,包括基于平台资源的自主式学习(10%体量)、基于协作互助的混合式学习(20%体量)与基于工作场景的嵌入式学习(70%体量)。接着,提出了与三类学习范式相适应的教师发展评价与治理需求的金字塔模型,即构建数字画像提升评价学习行为、利用技能认证评价知识技能,关注伦理道德促生实践智慧。最后,为支撑学习范式变革与评价治理转型,文章提出了教师发展数字化转型服务升级的行动框架,以平台化打造多级贯通的在线学习架构、以生态化创建多维融合的无缝学习空间、以实践化引领适时学习到适需实践的转变,最终实现教师实践智慧的跃升。

Teachers are the first resource for education development, and digital transformation in teacher development is a key force for digital transformation of education. Based on the analysis of the digital foundation and transformation demands of teacher development, the paper firstly proposed a logical framework of digital learning for teacher development from the perspective of 721 learning rules, including self-learning based on platform resources(10%), blended learning based on collaborative support(20%)and embedded learning based on work scenarios(70%). Then, a pyramid model of teacher development evaluation and governance needs that is compatible with the three types of learning paradigms was proposed, i.e., focusing on using teacher portraits to evaluate learning behaviors, using skill certification to evaluate knowledge and competencies, and focusing on ethics to promote practical wisdom. Finally, to support the transformation of learning paradigms and evaluation and governance, this research proposed an action framework for upgrading the digital transformation services of teacher development, creating a multi-level coherent online learning architecture for platformization, creating a seamless learning space with multidimensional integration for ecologization, and leading the transformation from just-in-time learning to just-in-need practice for practicization, ultimately realizing a leap of teachers' practical wisdom.