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厘清职业教育学生数字素养的内涵并构建其数字素养框架，对数字时代职业院校人才培养具有重要意义。依据布鲁姆教育目标分类理论及ASK模型，结合职教学生“身份”和“类型”特征，构建了一个包括数字知识、数字技能、数字态度3个一级维度、8个二级维度以及21个三级维度能力指标的职教学生数字素养框架，以期为职业院校培养学生的数字素养提供理论参考。
Abstract：Clarifying the connotation of digital literacy of vocational education students and constructing its digital literacy framework is of great significance for talent cultivation in vocational colleges in the digital age. The digital literacy of vocational education students mainly refers to: in order to match the professional digital skills required for future job positions, vocational education students should be able to use digital technology for knowledge learning, skill training, problem solving, innovation, social interaction and collaboration, paying attention to digital security and ethics and a series of other qualities and abilities.Based on this, according to Bloom Taxonomy and ASK model, combined with the "identity" and "type" characteristics of vocational education students, a digital literacy framework for vocational education students was constructed, which includes three primary dimensions of digital knowledge, digital skills, and digital attitudes, eight secondary dimensions, and 21 tertiary dimensions. The aim is to provide a theoretical reference for vocational colleges to cultivate students' digital literacy.
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基本信息:
中图分类号:G712;G434
引用信息:
[1]周自波,张丽娟,白芳.数字时代职教学生数字素养：内涵与框架[J].中国职业技术教育,2024,No.891(23):42-49+85.
基金信息:
湖北省“十三五”教育规划重点课题“人工智能技术在高校网络教学中的实践”（项目编号：2019GA006,主持人：周自波）
2024-08-11
2024-08-11