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数字化背景下幼儿教师数字焦虑的样态呈现、成因剖析与路径纾解

The Manifestation Presentation, Cause Analysis, and Path Relief of Digital Anxiety Among Preschool Teachers in the Digital Context

洪淑文, 李静

Education Study / 2026,8(4): 459-465 / 2026-05-08 24 19

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• Information:

  湖州师范大学，湖州

• Keywords:
  Early childhood educators; Digital anxiety; Digitalization; Digital transformation
  幼儿教师; 数字焦虑; 数字化; 数字化转型
• Abstract: During the comprehensive advancement of digitalization, new-generation information technologies are constantly deepening and innovating, and they are widely applied in the field of education. In early childhood education, preschool teachers are gradually facing professional pressures and confusion caused by the intervention of digitalization in education, resulting in the phenomenon of “digital anxiety”, which has become an increasingly prominent issue of digital anxiety among preschool teachers. Currently, digital anxiety among preschool teachers presents diverse manifestations at the cognitive, emotional, and behavioral levels, including adaptive anxiety, developmental anxiety, applicable anxiety, ambiguous anxiety, value-based anxiety, dependent anxiety, standardized anxiety, and mature anxiety. The internal and external causes of “ability gap”, “identity crisis”, “insufficient institutional supply”, and “deep conflicts” are analyzed, and targeted relief paths are proposed at the individual, organizational, and social levels, such as moving from “passive adaptation” to “active control”, from “digital drive” to “humanistic empowerment”, and from “digital worship” to “value consensus”. These can help preschool teachers adapt to the trend of digital education more quickly and actively integrate into the transformation of digital education, enhance the digital literacy and professional happiness of preschool teachers, and thereby achieve the integration of humanistic spirit and scientific technology in education. 在数字化全面推进的过程中，新一代信息技术不断深化和创新，其在教育领域广泛应用，而学前教育教学中幼儿教师逐渐面临由数字化介入教育，引发的职业压力与困惑，形成“数字焦虑”现象，成为日益凸显的幼儿教师数字焦虑问题。当前，幼儿教师数字焦虑在认知、情感、行为层面，呈现适应性焦虑、发展性焦虑、适用性焦虑、模糊化焦虑、价值性焦虑、依赖性焦虑、规范化性焦虑、成熟化焦虑的多元样态，以内在、外在方面剖析“能力鸿沟”“认同危机”“制度供给不足”“深层冲突”的内外成因，并在个体、组织、社会层面，提出从“被动适应”走向“主动驾驭”、从“数字驱动”转向“人文赋能”、从“数字崇拜”走向“价值共识”的针对性纾解路径。可以帮助幼儿教师更快适应数字化教育趋势，并积极融入数字化教育转型，提升幼儿教师数字素养与职业幸福感，从而实现教育中人文精神与科学技术的交融。
• DOI: 10.35534/es.0804082 (registering DOI)
• Cite: 洪淑文，李静．数字化背景下幼儿教师数字焦虑的样态呈现、成因剖析与路径纾解［J］．教育研讨，2026，8（4）：459-465．