数字时代高职学生数字素养：内涵与框架要素比较分析 Digital Literacy of Higher Vocational Education Students in the Digital Age: Connotations and a Comparative Analysis of Framework Elements

Abstract

厘清高职学生数字素养的内涵并构建对应的数字素养概念框架，对数字时代高等职业教育院校人才培养具有重要意义。本研究依据布鲁姆的ASK理论模型，采用贝雷迪的四步比较法，构建了一个包括数字知识、数字技能、数字态度3个一级维度，基础知识、外延知识、硬技能、软技能、数字责任和数字意识6个二级维度和17个三级维度的高职学生数字素养概念框架，以期为高职院校培养学生的数字素养提供理论参考。最后讨论了高职专业以“专业素养”差异作为出发点，将各专业分为大类研究数字素养框架“专业素养”要素的具体内容。 This study defines the concept of digital literacy for higher vocational education students and constructs a corresponding conceptual framework, which is crucial for talent development in the digital age. Using Bloom’s ASK Theory Model and Bereday’s Four-Step Comparative Method, the study develops a framework consisting of three primary dimensions—digital knowledge, digital skills, and digital attitudes—six secondary dimensions—foundational knowledge, extended knowledge, hard skills, soft skills, digital responsibility, and digital awareness—and seventeen tertiary dimensions. The research aims to provide theoretical guidance for improving digital literacy in higher vocational institutions and discusses the differentiation of professional literacy across disciplines as a basis for analyzing the elements of digital literacy frameworks.