【摘要】 教育是国之大计，教师是教育之本。乡村教师的数字素养，关乎乡村教育高质量发展进程，是乡村教育数字化转型的关键。基于4省1315名乡村教师的调查，研究发现：乡村教师整体数字素养处于中等水平，不同教龄、学历和教授学科的教师在数字素养上存在显著差异，但不同性别的乡村教师数字素养差异不显著；教师的工作满意度、自我效能感与数字素养有显著相关性，工作—家庭冲突、职业倦怠与乡村教师数字素养的部分维度存在相关性。为此，提出提供个性化学习内容、加强针对性能力培训、营造数字化培育氛围等提升乡村教师数字素养的有效路径。更多还原

【Abstract】 Education is the cornerstone of a nation, and teachers are the foundation of education. The digital literacy of rural teachers is crucial to the process of high-quality development in rural education and is key to the digital transformation of such education. Based on a survey of 1,315 rural teachers across four provinces, this study explores the current status of digital literacy among rural teachers and proposes strategies for its improvement. The research findings indicate that the overall level of digital literacy among rural teachers is moderate. There are significant differences in digital literacy based on years of teaching experience, educational background, and subject taught; however, no significant difference was found between genders. The study also reveals a significant correlation between teachers’ job satisfaction, self-efficacy, and their digital literacy. Furthermore, there is a relationship between work-family conflict, occupational burnout, and certain dimensions of rural teachers’ digital literacy. In light of these findings, it is proposed that providing personalized learning content, strengthening targeted skills training, and fostering an atmosphere conducive to digital cultivation are effective methods for enhancing the digital literacy of rural teachers.更多还原