|
| 如何培养研究生的数字素养——基于四所世界一流大学的案例分析 |
| How to Cultivate Postgraduates’ Digital Literacy: A Case Study based on Four World-class Universities |
| 投稿时间：2025-03-30 |
| DOI：10.19834/j.cnki.yjsjy2011.2025.05.05 |
| 中文关键词: 研究生数字素养;数字素养框架;研究生教育 |
| 英文关键词: postgraduate digital literacy;digital literacy framework;postgraduate education |
| 基金项目:国家社会科学基金教育学一般项目"国际组织赋能高等教育数字化转型的政策与行动研究"(BDA230232) |
| 作者 | 单位 | | 段世飞 | 浙江大学 教育学院, 杭州 310058 | | 钱跳跳 | 浙江大学 教育学院, 杭州 310058 |
|
| 摘要点击次数: 715 |
| 全文下载次数: 446 |
| 中文摘要: |
| 研究生数字素养培养是现阶段我国研究生教育重点关注的问题。作为全球数字教育排名前列的世界一流大学,哈佛大学、牛津大学、孟买理工学院、柏林工业大学四所高校在研究生数字素养培养方面的经验值得参考。本文借助联合国教科文组织《数字素养全球框架》体系,从设备和软件支持、信息和数据素养培养、沟通与协作能力培养、数字内容创造力培养、隐私安全意识培养、问题解决能力培养以及职业能力拓展七个维度,全面分析四所大学在研究生数字素养培养方面所采取的具体措施。提出我国加强研究生数字素养培养的实践路径,即完善研究生数字素养培养的内外部资源保障,将数字素养、数字能力培养融入研究生培养的全过程,在研究生数字素养培养过程中充分发挥学生的主观能动性,以实践为导向加强研究生数字素养与现实问题的联系。 |
| 英文摘要: |
| The cultivation of digital literacy for postgraduates is a key focus of postgraduate education in China at present. Harvard University, Oxford University, the Mumbai Institute of Technology, and the Berlin Institute of Technology in four different countries are world-class universities at the forefront of digital education. Their experience in cultivating digital literacy among postgraduates is worth referencing. By leveraging UNESCO’s Digital Literacy Global Framework, the authors comprehensively analyze the specific measures taken by the four universities in cultivating digital literacy among postgraduates from seven dimensions: equipment and software support, information and data literacy cultivation, communication and collaboration ability development, digital content creativity cultivation, privacy and security awareness improvement, problem-solving ability development, and career ability expansion.The authors suggest that we should improve the internal and external resource guarantees for cultivating digital literacy among postgraduate students. They also recommend integrating the cultivation of digital literacy and ability into the entire postgraduate education process, give full play to the subjective initiative of the students in the postgraduate digital literacy training process, and use practice as a guide to help postgraduates improve their ability to solve realistic problems with digital literacy. |
|
查看HTML全文
查看全文
查看/发表评论 下载PDF阅读器 |
| 关闭 |
|
|
|
