From Proxy-Oriented To Life-Oriented

The continuous progress of digital technology has brought unlimited possibilities for educational reform,and the digital transformation of education has also posed more challenges and requirements for teachers.In December 2022,the Ministry of Education issued the "Digital Literacy for Teachers" education industry standard.The standard aims to solidly promote the national education digitization strategic action and improve the education informatization standard system.Improve teachers’ awareness,ability,and responsibility to optimize,innovate,and transform educational and teaching activities using digital technology.The document provides a framework for teachers’ digital literacy,stipulating requirements for five dimensions: digital awareness,digital technology knowledge and skills,digital application,digital social responsibility,and professional development.Combining the actual environment,policy requirements,and teacher practice,teachers in the digital era need to develop higher levels of literacy to be competent for new challenges and opportunities.In the context of the penetration of digital technology into the field of education,this article focuses on the issue of "cultivating teachers’ digital literacy" from the perspective of teachers’ role uncertainty and adaptation difficulties in reality.Currently,teachers’ digital literacy has been greatly improved compared to the past,and is often presented in a state of "replacing and bridging" in practice."The stage of digital literacy for teachers in the era of" bridging the gap "is difficult to cover the educational industry standards of" Digital Literacy for Teachers "and the digital awareness and responsibility of teachers required to promote educational digital reform in the new situation.".The "life leap" of teachers’ digital literacy is a transcendence of "generation to generation",which highlights the emotional,connotative,and social nature of teachers’ digital literacy in the new stage of development,and reflects the new direction of education digitization and teacher professional development.The research is based on knowledge transformation theory,cognitive theory,and collaborative governance theory,and explores the problems and development directions in the development of teachers’ digital literacy through a mixed research paradigm of "large quality and small quantity".Based on previous research results and international comparisons,teachers’ digital literacy is broken down into digital knowledge,digital skills,digital capabilities,attitudes,and values that teachers possess.The basic model and analytical framework for teachers’ digital literacy are refined,and the development trends and existing problems of teachers’ digital literacy are examined.The role expectations for teachers’ digital literacy development are clarified.On this basis,the survey records the behavior of teachers in the digital wave,as well as the stages and processes of developing digital literacy.In the form of a questionnaire,grasp the overall situation of teachers’ digital literacy development,and select suitable interview and observation objects.Conduct in-depth interviews with interviewees,compare five different types of teachers,and present different levels and states of teacher literacy in the form of cases.They are divided into avant-garde,leadership,skilled,competent,and novice teachers,and distinguish and compare their characteristics.Research has found that the current orientation of teachers in education digitization has gradually shifted from focusing on technology to focusing on competence,and then to focusing on comprehensive literacy.With the clue of "substitution compensation to life transition",it is further revealed that teachers should better exert the characteristics of "substitution" of technology,and more importantly,develop the energy of "life" on this basis,explore the direction and path of advancement of teacher literacy,and propose improvement suggestions from the perspective of personal construction.