后喻文化视域下师生代际数字鸿沟弥合策略研究

Research of Elimination Strategies of Intergenerational Digital Divide between Teacher and Student Based on Co-figurative Culture

信息与通信技术的迅猛发展不仅推动了社会的进步，也导致不同国家、地区、人群之间数字鸿沟的产生。目前，数字鸿沟的研究主要集中在因经济、政策、信息技术普及等因素导致的国家或地区间数字鸿沟的研究上，对于不同人群之间数字鸿沟的研究较少。本文引入著名人类学家玛格丽特·米德的三喻文化理论，从一个崭新的视角探讨后喻文化视域下作为数字土著的学生和作为数字移民的教师之间产生的代际数字鸿沟，还在迪克累积循环模型基础上建立了教师信息素养提升策略模型，提出了弥合师生间代际数字鸿沟的策略。

The rapid development of information and communications technology is not only promoting social progress， but also leading the digital divide between different country， different region and different people. So far， the researches of digital divide are usually considering economic factors， government factors and popularization of information technology . However， the research which is from the digital divide of different group is too few. Based on the theory of Margaret Mead three figurative cultures， the intergenerational digital divide between digital native student and digital immigrants teachers has been discussed from a post-figurative culture point . In addition， according to Van Dijk，J. 's accumulation of digital technology to access type circulation model， the improving teachers'information literacy strategy model has been built， and the strategy of bridging the digital divide between teachers and students has also been raised.