中国电化教育

教育数字化转型是当前技术赋能教育高质量发展和以教育信息化带动教育现代化的实践形态。教育数字化转型的典型特点之一是“设计性”。设计思维作为设计活动的引擎，是推进教育数字化转型创新发展的关键力量，设计思维素养是智能时代教师的必备素养。研究以教育数字化转型为背景，针对教师设计思维素养的评价指标和提升策略，首先运用文献扎根理论和德尔菲法，从“核心价值、关键能力和必备品格”3个一级指标维度建构了教师设计思维素养评价指标体系框架，包括11个二级指标以及32个三级指标。其次，采用层次分析法，通过绘制递阶层次结构模型、构造判断矩阵和一致性检验，确定各级指标权重，构建了完整的教师设计思维素养评价指标体系。其三，基于教师专业自主发展的政策逻辑、教师工作场景的现实逻辑，以及教师设计思维素养评价指标的价值逻辑，建构了一个适用于教师在具体工作场景中实施自助式培养或提升的策略框架，以期为教师设计思维素养的评价和培养提供可操作的依据和实践路径，促进教师设计思维素养发展。

The digital transformation of education is the current practice of technology-enabled high-quality development of education and modernization of education driven by informatization of education. One of the typical characteristics of education digital transformation is “design”. As the engine of design activities, design thinking is the key force to promote the innovative development of educational digital transformation. Design thinking literacy is an essential literacy for teachers in the intelligent era. Based on the background of digital transformation of education, this study aims at the evaluation index and promotion strategy of teachers' design thinking literacy. Firstly, using the rooted literature theory and Delphi method, the evaluation index system framework of teachers' design thinking literacy is constructed from the three first-level index dimensions of ' core value, key ability and essential character', including 11 second-level indicators and 32third-level indicators. Secondly, the hierarchical analysis method was adopted to determine the weights of the indicators at each level by drawing a hierarchical model, constructing a judgment matrix and consistency test, and constructing a complete evaluation index system of teachers' design thinking literacy. Thirdly, Based on the policy logic of teachers' professional self-development, the realistic logic of teachers' work scenarios, and the value logic of teachers' design thinking literacy evaluation indicators, a strategic framework suitable for teachers to implement self-service training or promotion in specific work scenarios is constructed, in order to provide operational basis and practical path for the evaluation and cultivation of teachers' design thinking literacy, and promote the development of teachers' design thinking literacy.