To comprehensively accelerate the digital transformation of education is the only way for China to become a powerful country in education。As the subject of digital education practice, whether teachers can take the lead in realizing digital transformation directly affects the result of educational digital strategy action。Teacher digitalization is not only an important part of the digital transformation of education, but also a key feature of the modernization of teachers, and the foundation of the construction of a powerful education country。From the perspective of practice, the digital transformation of teachers is a continuous, complex and difficult process. Teachers still have many difficulties in adapting to the digital wave, and their digital transformation faces three obstacles, which need to be solved urgently。

  One is the concept barrier。The digital transformation of education has become a major national strategic plan of action, but there are still many teachers with the problem of concept solidification。Some teachers are resistant to promoting the integration of digital technology into education and teaching, fearing that the use of new technology will consume too much time and energy。Some teachers have limited understanding of the role and value of digital technology in leading educational reform, and are not familiar with the application scenarios and modes of digital technology in education and teaching。Some teachers are reluctant to change the teaching concept and role orientation, and still adopt the traditional teaching mode of infusion, which cannot adapt to the actual needs of talent training in the digital era。

  The second is behavioral disorder。Although many teachers hold a positive attitude towards digital education, they have no way to start and their initiative is not strong in practice。On the one hand, teachers cannot effectively apply new technologies to empower subject teaching。Although there are various opportunities for observation and learning in digital teaching open classes and demonstration classes, it is difficult for teachers to transfer relevant technologies, resources, activities and strategies to their own classrooms due to many restrictions and high thresholds。On the other hand, in the face of dazzling digital tools, resources and platforms, teachers are prone to "technology vertigo", which in turn generates negative emotions such as technology use anxiety and cognitive dilemma anxiety, hindering the normal application of digital technology。In addition, the adaptive support services for the development of teachers' digital literacy are not yet in place, and it is difficult to effectively drive the lasting change of teachers' behavior and the formation of habits by relying solely on limited centralized training or expert guidance。

  The third is the mechanism obstacle。China has established a relatively complete teacher information technology application ability, training system and school-based assessment mechanism, but from the practice point of view, there are still some mechanisms need to be strengthened。例如，The multi-department coordination mechanism is not yet perfect，There is a lack of overall planning and scheduling among departments related to teacher professional development, such as video education, teacher training and teaching research，It is difficult to provide comprehensive and integrated support for teachers' digital professional development;The assessment mechanism of teachers' digital literacy needs to be improved，The current assessment methods overemphasize the evaluation of teachers' digital skills，The evaluation of the effectiveness of digital application is neglected，As a result, many digital application practices float on the surface，It is difficult to bring practical value to education and teaching。

  The digital transformation of teachers is the general trend of world education development。The United States, the European Union, the United Kingdom and UNESCO all attach great importance to the cultivation of teachers' digital ability, and generally adopt a combination of top-level design and grassroots exploration to systematically promote the digital transformation of teachers, such as the promulgation of digital standards, the supply of digital resources and the implementation of digital training。Drawing on international experience, based on China's national conditions and aiming at the problems, the author puts forward several measures to promote the digital transformation of China's teachers:

  First, strengthen top-level design and standardized guidance。Based on the overall strategy of strengthening education, it is essential to systematically plan the digital transformation of teachers。In accordance with the "Teacher Digital Literacy" standards issued by the Ministry of Education, local governments should accelerate the development of overall plans for the digital transformation of teachers, outline the vision for the digital development of teachers, clarify action lines and key tasks, set phased goals, and systematically promote the digital transformation of teachers。Strengthen the dynamic monitoring of the digital transformation process of teachers, and objectively evaluate the progress and effectiveness。Guidance documents such as guidelines for teachers' digital development will be issued in a timely manner to help schools and teachers standardize various digital education and teaching practices。Focus on research and judgment to prevent the educational risks that may be caused by new technologies such as artificial intelligence, promote green digital technology into the campus and classroom, create a healthy and safe digital technology ecology, and escort the application of digital technology for teachers。

  The second is to promote the systematic training of teachers' digital literacy。Establishing a team of high-quality digital teachers is a long chain and all-round systematic project, and it is urgent to build a complete pre-service and post-service integrated training system for teachers' digital literacy。Normal colleges and universities should develop digital literacy education curriculum groups that combine generality and professionalism, incorporate digital literacy standard assessment into talent training plans, and enable every normal university student to have a solid digital teaching and class management ability before starting work。Digital literacy training for post-service teachers，Training models need to change everywhere，Avoid placing additional burdens on teachers，Advocate light burden, extremely simplified, integrated training;We should focus on the actual needs of teachers，Let frontline teachers grasp the real digital technology，Can afford, used，Continue to improve teachers' comprehensive ability to carry out digital teaching, digital management, digital teaching research and digital evaluation on a regular basis。

  The third is to build teachers' digital teaching and research network。Digital teaching and research is not only the task of digital transformation of teachers, but also the carrier of digital transformation of teachers。All localities should make good use of the teacher research resources and services provided by the national smart Education platform to promote teachers to actively participate in collective teaching and research activities。All localities should attach great importance to the construction of regional digital teacher research and training platforms, build integrated, intelligent and dynamic digital teaching and research Spaces, establish normal digital teaching and research mechanisms in various disciplines, strengthen cooperation and sharing between regions and schools, and build a collaborative teaching and research network of district and school linkage。All schools need to speed up the change of the traditional experiential school-based teaching and research mode based on lesson preparation, establish a diagnostic school-based teaching and research mode based on classroom teaching data and students' five education data, and effectively improve the efficiency and quality of teaching and research activities。

  Fourth, enhance teachers' digital innovation and research ability。The digitalization of education has no formula and no template, and the fresh pattern of digital education in the future must be jointly researched and created by the first-line teacher groups。On the one hand, it is necessary to cultivate teachers' innovative consciousness and spirit through competitions, exhibition and observation, and guide and encourage teachers to boldly try new technologies such as generative artificial intelligence and virtual reality in teaching practice.On the other hand, it is necessary to focus on cultivating the digital teaching research ability of all kinds of teachers at all levels。In addition, teachers need to have the awareness of technology ethics and privacy protection, and carry out research on the innovative application and practice of digital technology teaching in line with norms。

  Fifth, establish a mechanism for coordinated progress。Strengthen the effective coordination among education administration departments, social forces, information enterprises and schools, and establish a new model of "four-wheel drive" digital transformation of teachers。Educational administrative departments should establish a multi-departmental collaborative working mechanism in accordance with the principles of simplification, unity and efficiency, study and formulate supporting policies to promote the digital development of teachers according to local conditions, put an end to multi-management, and effectively reduce the non-teaching burden for teachers。At the social level, it is necessary to bring together public welfare organizations, volunteers and other forces to provide multi-dimensional resource support such as funds, venues, courses and teachers to jointly shoulder the heavy responsibility of teachers' digital development and form a good situation in which the whole society cares and supports teachers' growth。Enterprises need to give full play to the advantages of technology research and development, integrate platforms, resources and data, and provide practical and easy-to-use digital tools and technical support services for teachers' digital development。Schools need to further play the main role, establish an application-oriented digital literacy assessment mechanism for teachers, continue to stimulate the endogenous motivation of teachers to use digital technology to carry out teaching innovation, and improve the overall modernization level of teachers。

  (Author: Yang Xianmin, Professor, School of Wisdom Education, Jiangsu Normal University)

(From Modern Higher Vocational and Technical Education Network, source: Guangming Daily, April 2, 2024)