随着信息技术与教育的深度整合，智慧教育环境下教学活动将生成海量的数据，并在指导教学中发挥越来越重要的作用。多元数据驱动的教学将成为未来教师开展教学实践的主流，教师能够通过数据平台和多种工具获取多样化的学习数据，揭示学生的行为、学习偏好等隐性信息，打破以往主要依据经验和观察等方式进行教学决策的惯例。为明确教师应具备的数据素养能力要求以及发展策略，有效提升使用数据驱动教学的技能，本研究采用文献分析法和案例研究法，总结了国内外教师数据素养的研究现状，抽象出教师数据素养的核心要素；从知识技能、教学实践、教学探究和态度意识四个层面构建了教师数据素养能力的层次模型，为教师数据素养能力提升提供了合理的描述框架；结合对教师数据素养各层次能力要求以及国外培训实践，提出了教师数据素养能力发展策略；最后，结合国外已有成熟案例进行实证分析，为国内教师数据素养能力发展提供参考。%With the deep integration ofinformation technology ineducation,teaching activities in smart educa-tion environment will generate huge amount of educational data,and the role of data in guiding teaching acti-vateswill bemore and more important.Multi-data-driven teaching will become the mainstream ofteaching practice for teachers in the future.Teachers can obtain diversified data through different data platforms and mobile apps,revealing the hidden information such as students’behavior and learning preferences,which will breaktraditional teaching methods that based entirely on experiences or observations.To clarify the teachers’data literacy competence require-ments and develop strategies to improve teachers’ability in using data-driventeaching,this study uses literature analy-sis and case study methods to summarize the present research situation ofteacher data literacy at home and abroad.A four-level model ofteachers’data literacy ability was constructed,which includes:knowledge and skills level,teach-ing operation level,inquiry teaching level,andattitudes and awareness level.This model provides a reasonable descrip-tion framework for improving teachers’data literacy ability.Combining with the requirement ofteachers’data litera-cy at all levels and the practice offoreign training,this paper puts forward the strategy ofteachers’data literacy com-petence development.Finally,togetherwiththe empirical analysis from foreign countries,the study can provide a refer-ence for the development ofdata literacy ability ofdomestic teachers in the future so as to improve the teachers’overall teaching qualities.
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