我国体育教育专业学生数字素养结构维度构建及量表开发

Construction of Structural Dimensions and Scale Development for Digital Literacy of Physical Education Majors in China

摘要

数字技术的迅猛发展对体育教育专业人才培养提出了新的要求,亟需构建科学化的数字素养测评体系以支撑教育数字化转型。通过借鉴与整合国内外先进的数字素养框架及标准,结合胜任力理论、建构主义学习理论和境脉理论,采用德尔菲法经过两轮专家意见征询构建了包含数字认知域、数字应用域、数字评价域、数字创新域和数字责任域的5个一级维度、11个二级维度和28个三级维度的我国体育教育专业学生数字素养结构维度框架。运用项目分析、探索性因子分析和验证性因子分析等统计方法,开发了包含28个题项的中国体育教育专业学生数字素养正式测评量表,量表具有较好的信度和效度。为评估体育教育专业学生数字素养提供了科学工具,也为新时代体育教育专业人才培养提供了依据。

Abstract

The rapid development of digital technology has put forward new requirements for the training of talents in physical education majors. It is urgent to build a scientific digital literacy assessment system to support the digital transformation of education. By drawing on and integrating advanced digital literacy frameworks and standards both domestically and internationally, and grounding the design in competency theory, constructivist learning theory, and contextual theory, this study employed the Delphi method and conducted two rounds of expert consultation to construct a structural framework of digital literacy for physical education majors in China. The final framework consists of five first-level dimensions-digital cognition, digital application, digital evaluation, digital innovation, and digital responsibility-along with 11 second-level dimensions and 28 third-level dimensions. Using statistical methods such as item analysis, exploratory factor analysis and confirmatory factor analysis, a formal digital literacy assessment scale for students majoring in physical education in my country was developed, which contains 28 items. The scale has good reliability and validity. It provides a scientific tool for evaluating the digital literacy of students majoring in physical education, and also provides a basis for the training of talents majoring in physical education in the new era.

关键词

体育教育专业学生 / 数字素养 / 结构维度 / 量表

Key words

physical education majors / digital literacy / structural dimensions / scale

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基金资助

国家社会科学基金后期资助重点项目(23FTYA004)

广东省教育科学规划课题(2023GXJK354)