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Teacher Role Positioning and Ability Enhancement Strategies in the Process of Digital Education

Author(s)

Zhanye Liu, Li Luo

Affiliation(s)

Wuhan University of Engineering Science, Wuhan, Hubei, China

Abstract

With the deep embedding of digital technology, the digital transformation of education has put forward systematic reconstruction requirements for the role positioning and ability structure of teachers. This article aims to explore the logical shift, practical difficulties, and ability improvement paths of teachers' roles in the process of educational digitization. Research suggests that the role of teachers needs to shift from knowledge transmitters to learning guides, from executors to ecological co builders, and from static identities to dynamic ability builders; In reality, there are common problems such as cognitive biases in roles, erosion of professional autonomy by platform logic, implicit weakening of emotional support functions, and identity anxiety caused by the overlapping of multiple roles. Based on this, this article proposes a capability enhancement strategy system that integrates digital literacy, human-machine collaboration, personalized guidance, and humanistic care. Teachers should seek a dynamic balance between technological empowerment and humanistic commitment, in order to achieve the organic unity of the mission of educating people in the digital age and professional growth.

Keywords

Digitalization of Education; Teacher Role Positioning; Ability Enhancement Strategy; Human-Machine Collaboration

References

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