近五年我国教师数字素养研究综述OACHSSCD

In the era of digital intelligence,how teachers can effectively adapt to the digital teaching environment and obtain high-quality digital edu-cation resources and tool support,so as to promote education and teaching reform and their own professional development,has become an urgent need of teachers.Based on the literature from China National Knowledge Infrastructure(CNKI)database,this study employs a systematic review approach to sort out the research results on the theme of"teachers'digital literacy"from 2021 to 2025.The analysis finds that the number of articles published on related topics in China has shown a multiplier growth trend over the past five years,and the research perspective mainly focuses on the connotation and compo-nents of teachers'digital literacy,the current status of assessment,influencing factors,improvement strategies,and evaluation systems.However,there are still problems in existing research,such as relatively single research methods,unbalanced content structure,and unified evaluation systems.Future re-search should focus on promoting the diversification of research paradigms in digital literacy,achieving a structural balance in the content of digital literacy research,establishing unified standards for evaluating teachers'digital literacy,and exploring diversified training models for teachers'digital literacy,thereby driving deeper development in this field.