The investigation and enhancement of English teachers’ digital instructional competency from the perspective of smart teaching
智慧教学视域下英语教师数字化教学能力调查与提升研究

摘要

智慧教学背景下，高校英语教师必须提高自身数字素养和数字化教学能力。通过文献梳理构建了包含数字技术素养、智慧教学设计能力、智慧资源创生能力、数据教学应用以及数字伦理素养五个维度的理论框架。采用问卷调查与深度访谈相结合的方法，对多所高校英语教师展开实证调研。调查显示，教师在数字技术素养（均值4.1）和数字伦理素养（均值4.0）层面表现良好，但智慧资源创生能力（均值2.8）和智慧教学设计能力（均值3.2）成为明显短板。质性访谈揭示，教师内在发展动力不足、培训供给与教学需求错位、教研协作缺失是制约能力提升的三大现实堵点。据此，本文从教师个体自我发展意识唤醒、院校培训模式革新与评价机制优化、校际学习共同体构建三个层面提出系统化提升路径。望能助力英语教师实现数字化教学能力提高，充分提高AI在英语课堂中的赋能价值。

Abstract

Under the background of smart teaching, English teachers in higher education institutions should enhance their digital literacy and teaching competence. First, through literature review, five-dimensional theoretical framework was constructed, including technological literacy, digital teaching design competence, digital resource development capacity, data-driven teaching competency, and digital ethics and awareness. Then, an investigation was conducted among English teachers from different universities through questionnaires and in-depth interviews. Surveys show that teachers perform well in digital technology literacy (mean = 4.1) and digital ethics literacy (mean = 4.0). However, their capabilities in creating smart resources (mean = 2.8) and designing smart teaching plans (mean = 3.2) are notable weaknesses. Qualitative interviews reveal three practical bottlenecks restricting competency improvement: teachers’ insufficient internal motivation for development, the mismatch between training provision and teaching demands, and the lack of teaching research collaboration. Accordingly, this paper proposes a systematic improvement pathway from three dimensions: awakening teachers’ awareness of individual self-development, innovating institutional training models and optimizing evaluation mechanisms, and building inter-school learning communities. It is expected to help English teachers enhance their digital teaching competencies and maximize the empowering value of AI in English classrooms.