Research on the Current Status and Enhancement Strategies of Pre-Service Teachers’ Digital Literacy

在全球数字化浪潮卷席下，数字素养作为教师专业发展的核心能力，已成为信息化教学环境下的必备素养，提升职前教师数字素养对教育数字化转型至关重要。研究基于《教师数字素养》行业标准，结合《师范生信息化教学能力标准》，构建涵盖数字意识、知识技能、社会责任等维度的评价体系，采用量化的方法对H市高校207名师范生展开调查，了解了职前教师数字素养的现状并提出了针对性的提升策略。结果发现：(1) 职前教师存在“伦理先行，技能滞后”的发展特征，其数字社会责任道德整体表现水平最佳(均值4.237)，数字知识与技能表现中等(均值3.081)；(2) 其数字素养水平存在显著的年级与专业差异(p β > 0.75, p Amid the global digital transformation wave, digital literacy has emerged as a core competency for teachers’ professional development and a prerequisite for thriving in digitized teaching environments. Enhancing pre-service teachers’ digital literacy is pivotal to advancing educational digitalization. This study constructs an evaluation system based on China’s Digital Literacy for Teachers standards and the Digital Competence Standards for Pre-service Teachers, encompassing dimensions of digital awareness, knowledge/skills, and social responsibility. Through a quantitative survey of 207 pre-service teachers in City H, the following findings were revealed: (1) Participants exhibited a pattern of “prioritized ethics with lagging technical skills”, with the highest performance in digital social responsibility ethics (M = 4.237) and moderate proficiency in digital knowledge/skills (M = 3.081); (2) Significant disparities in digital literacy levels were observed across grades and disciplines (p β > 0.75, p < 0.01). Based on these results, we propose a tripartite “individual-school-government” collaborative framework, emphasizing lifelong learning, school-based curriculum innovation, and policy-driven resource allocation. This study aims to bridge theoretical and practical gaps in digital literacy enhancement, offering actionable strategies to accelerate the digital transformation of national education.