UNESCO's AI CFT与中国《教师数字素养》框架的融合与实施路径研究OA
Research on integrating UNESCO's AI CFT with China's Teacher Digital Literacy Framework and the implementation pathway
联合国教科文组织《AI教师能力框架》(AI competency framework for teachers,AI CFT)与我国《教师数字素养》标准在愿景、角色、能力维度上共识显著,但在价值取向上呈现全球普适与本土情境差异.研究据此提出"AI+数字素养"融合模型,以"知识—能力—伦理"三维、"五层进阶"与"双循环"机制为骨架,构建教师可持续成长系统,为政府、学校和教师提供可操作、可演化的实施路径,贡献兼具国际视野与本土韧性的中国方案,助力教育数字化转型.
UNESCO's AI competency framework for teachers(AI CFT)and China's Teacher Digital Literacy share a similar vision,teacher role and capability dimensions.However they difffer in values between global universalism and local contextualism.The study proposes an"AI+Digital Literacy"integration model with"Knowledge-Capability-Ethics"as its three pillars,a five-level progression ladder and dual iterative loops as its backbone to build a sustainable teacher-development system.The framework provides governments,schools and teachers with an opera-tional,evolvable implementation strategy.It offers a China-rooted yet globally referenced solution to advance the digital transformation of education.
李德思;梁迎丽
南京邮电大学教育科学与技术学院,南京 210023南京邮电大学教育科学与技术学院,南京 210023
社会科学
人工智能教育教师数字素养UNESCO's AI CFT框架融合教育数字化转型
AI educationTeacher Digital LiteracyUNESCO's AI CFTframework inte-grationdigital transformation of education
《中国医学教育技术》 2026 (3)
352-357,6
教育部人文社科青年基金项目(23YJC880061)
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