| 李文欢.应用型本科生数字素养现状与提升路径——基于山西省1452名应用型本科生的实证分析[J].数字图书馆论坛,2024,20(7):72~82 |
| 应用型本科生数字素养现状与提升路径——基于山西省1452名应用型本科生的实证分析 |
| Current Situation and Improvement Path of Digital Literacy for Applied Undergraduate Students: An Empirical Analysis Based on 1 452 Applied Undergraduate Students in Shanxi Province |
| 投稿时间：2024-03-12 |
| DOI：10.3772/j.issn.1673-2286.2024.07.008 |
| 中文关键词: 数字素养；数字教育；群体差异；应用型本科生 |
| 英文关键词: Digital Literacy; Digital Education; Group Difference; Applied Undergraduate Student |
| 基金项目:本研究得到山西省教育科学“十四五”规划2022年度课题“数字时代山西应用型本科学生数字素养提升路径研究”（编号：GH-220024）资助。 |
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| 中文摘要: |
| 利用德尔菲法和网络层次分析法构建应用型本科生数字素养评价指标体系，并以山西省为例，对应用型本科生数字素养水平进行评估。从总体评估结果来看，学生数字素养得分均值为57.95，整体水平偏低；从各维度得分来看，数字伦理与安全（65.23）＞数字能动性（61.03）＞数字通识知识（57.27）＞数字职业能力（57.20）＞数字通用技能（55.95），各维度均呈现出低于均值人数多，而高于均值人数少的特征；从群体差异来看，数字素养及各维度得分在不同性别、年级、专业、生源地间均存在显著差异，表现为男生＞女生、高年级＞低年级、理工类＞经管类＞文史哲等类、城镇＞农村。高校应从增设数字素养相关课程、数字化改造教学场景、加强数字伦理教育与监督3个方面提升应用型本科生数字素养水平。 |
| 英文摘要: |
| This paper utilizes the Delphi method and analytic network process to construct a digital literacy evaluation index system for applied undergraduate students and evaluates the digital literacy level of applied undergraduates in Shanxi Province. Overall, the average digital literacy score of students is 57.95, indicating a generally low level. From the perspective of scores in different dimensions, digital ethics and safety (65.23) ＞ digital consciousness (61.03) ＞ digital general knowledge (57.27) ＞ digital vocational ability (57.20) ＞ digital general skills (55.95), with each dimension showing characteristics of more individuals scoring below the average and fewer above it. Regarding group differences, significant variations in digital literacy and its dimensions exist among genders, grades, majors, and hometown, showing trends such as males ＞ females, higher grades ＞ lower grades, science and engineering ＞ business and management ＞ humanities, and urban ＞ rural areas. Universities should enhance the digital literacy of applied undergraduates by adding related courses, transforming teaching scenarios digitally, and strengthening digital ethics education and supervision. |
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