The Current Situation, Problems and Improvement Strategies of Digital Literacy Ability of Middle School Teachers in the Era of Artificial Intelligence—A Survey of W Middle School in Huanggang City, Hubei Province

在加快推进“数字强国”“中国教育现代化”建设等政策背景下，中学教师数字素养关乎着我国教育现代化进程和教育强国战略的实施，对于贯彻现代教育教学理念，提升教学效率等教育实践也具有十分重要的意义。当前我国对于初中教师数字素养的研究尚未形成系统的框架标准和提升策略。基于此，本文采用德尔菲法，进行3轮专家咨询，构建了包含数字化意识、数字技术知识与技能、数字化应用、数字社会责任和专业发展等5个一级维度，13个二级指标的初中教师数字素养评价指标体系。以湖北省黄冈市W中学初中老师为调查对象，发放问卷198份，对初中教师数字素养发展现状进行调查研究，研究发现W中学教师数字素养总体刚过合格水平，各个维度素养水平差异较大，建议通过提高数字化思维，教学赋能发展，拓宽智慧教育边界和构建数字化思维体系，为人工智能时代下初中教师数字素养的发展提供参考。In the policy background of accelerating the construction of “Digital China” and “China’s Education Modernization”, the digital literacy of middle school teachers is closely related to the implementation of China’s education modernization process and the education power strategy. It also has very important implications for the implementation of modern educational and teaching concepts and the improvement of teaching efficiency in educational practice. At present, there has been no systematic framework standard and improvement strategy for the research on the digital literacy of junior high school teachers in China. Based on this, this paper uses the Delphi method and conducts three rounds of expert consultation to construct a five-level evaluation index system of junior high school teachers’ digital literacy, including five first-level dimensions of digital literacy awareness, digital technology knowledge and skills, digital application, digital social responsibility, and professional development, and 13 second-level indicators. By taking the junior high school teachers of W Middle School in Huanggang City, Hubei Province as the research object, 198 questionnaires were distributed, and the current situation of the development of junior high school teachers’ digital literacy was investigated. The research found that the overall digital literacy level of W Middle School teachers was just above the pass level, and there were significant differences in the level of literacy in each dimension. It is suggested that digital literacy should be improved by enhancing digital thinking, teaching empowerment development, expanding the boundaries of smart education, and constructing a system of digital thinking, providing reference for the development of junior high school teachers’ digital literacy in the era of artificial intelligence.