%0 Journal Article
%T 基于NVivo的职前数学教师的数字化意识分析
An NVivo-Based Analysis of Pre-Service Mathematics Teachers’ Digital Awareness
%A 罗丛林
%A 库在强
%J Advances in Education
%P 52-59
%@ 2160-7303
%D 2025
%I Hans Publishing
%R 10.12677/ae.2025.151008
%X 教育数字化的发展要求对教师的数字化能力提升有迫切的需求，教师的数字化意识很大程度上影响了教师的数字化能力。基于NVivo数据分析软件和扎根理论，对访谈文本资料进行三级编码，提炼出数字化意识的三个主范畴：数字化认识、数字化意愿和数字化意志，并构建职前教师数字化意识影响机理的理论模型。在此基础上提出教师数字化意识培育策略：整合数字化工具与数学教学，提高数字化认识；开展数字化教学实践活动，强化数字化意愿；构建数字化学习共同体。
The development of digitalization in education demands an urgent need to enhance teachers’ digital competencies. Teachers’ digital awareness significantly influences their digital capabilities. Based on the NVivo data analysis software and grounded theory, three levels of coding were conducted on the interview text data, identifying three main categories of digital awareness: digital understanding, digital willingness, and digital volition. A theoretical model of the mechanisms influencing the digital awareness of pre-service teachers was constructed. Based on this, strategies for cultivating teachers’ digital awareness are proposed: integrating digital tools with mathematics teaching to improve digital understanding; engaging in digital teaching practice activities to strengthen digital willingness; and building a digital learning community.
%K 数字化意识，
%K 扎根理论，
%K 数字技术
Digital Awareness
%K Rooted Theory
%K Digital Technology
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=104469