在国家政策积极支持提升教师数字素养水平的制度保障下，数字素养已成为新时代教师的必备基本素养。作为学前教育数字化转型的关键行动者，幼儿园教师数字素养的提高不仅关乎个体专业成长，也是实现教育数字化转型的关键所在。本研究聚焦幼儿园教师数字素养，目的在于建构幼儿园教师的数字素养评估指标体系，调查了解幼儿园教师数字素养的现状水平和提升需求，为教育部门评估与提升幼儿园教师数字素养提供参考，以有效推进教育数字化转型。

本研究遵循“体系建构-工具开发-实证分析”的技术路线，采用混合研究范式系统推进研究工作。首先参考已有的指标框架，分析解构出幼儿园教师数字素养核心维度，运用德尔菲法开展三轮专家征询修订评估指标体系，通过层次分析法构建判断矩阵实现指标权重科学赋权；继而基于评估指标体系开发具有学前教育适应性的幼儿园教师数字素养评估工具；最终通过全国多省市区问卷调查获取我国幼儿园教师数字素养现状与发展问题和发展需求。

研究构建了幼儿园教师数字素养评估指标体系，体系包含数字知识与技能、数字化应用、教师专业学习与发展、数字安全保护、智能化创新应用和提升儿童数字素养6个一级指标，数字技术知识、数字技术技能、数字学习环境创设、数字化活动设计等22个二级指标。基于我国东、中、西部地区434位幼儿园教师调研的幼儿园教师数字素养评估工具信效度良好，问卷的整体克朗巴哈系数α为0.959，探索性因素分析中KMO值为0.946，巴特利特球形检验的P值小于0.001，达到显著水平，AMOS验证性因素分析整体拟合系数、分析路径系数、AVE、CR值也都达标，说明编制的自评问卷具有较好的结构效度，可以稳定、可靠的评估出幼儿园教师数字素养现状。评估结果发现：我国幼儿园教师数字素养整体处于中等水平，在智能化创新应用维度上，男性教师的智能化创新应用能力显著高于女性教师，不同教龄、学历和所在园所属大区的教师之间也存在显著差异。在数字安全保护维度上，不同教龄、所在园区域类型的教师之间存在显著差异。在教龄和学历上，出现了随着教龄和学历增高数字素养水平下降的“倒挂”现象。根据研究结果，本研究提出了包括打造智能化教育支撑平台、构建精准化分层培训体系和建立家园社数字共育网络的幼儿园教师数字素养发展提升策略。

Under the institutional guarantee that national policies actively support improving teachers' digital literacy level, digital literacy has been established as a foundational requirement for teachers in the new era. As a key actor in the digital transformation of preschool education, the improvement of kindergarten teachers' digital literacy is not only related to individual professional growth but also the key to realizing the digital transformation of education. This study focuses on the digital literacy of kindergarten teachers. It examines the digital literacy of kindergarten educators, aiming to establish a comprehensive evaluation index system to evaluate their competencies in this domain. The study seeks to provide actionable insights for educational authorities to design targeted strategies and policies by analyzing current proficiency levels and identifying areas requiring development. The findings aim to guide the evaluation and enhancement of kindergarten teachers' digital skills, ultimately supporting the advancement of digital transformation within the education sector.

This study follows the technology roadmap of 'system construction-tool development-empirical analysis', and adopts a mixed research paradigm to promote the research work systematically. Firstly, referring to the existing index framework, the core dimensions of kindergarten teachers' digital literacy are analyzed and deconstructed. The study employs the Delphi method to conduct three rounds of expert consultations, refining and validating the evaluation index system. Subsequently, the analytic hierarchy process is applied to develop judgment matrices, enabling the establishment of scientifically rigorous weight assignments for the criteria. Then, based on the evaluation index system, a digital literacy evaluation tool for kindergarten teachers with preschool education adaptability is developed. Finally, the current situation, development problems and needs for digital literacy of kindergarten teachers in China were obtained through a questionnaire survey in many provinces and cities across the country.

The research constructs the evaluation index system of kindergarten teachers' digital literacy. The system includes six first-grade indexes: digital knowledge and skills, digital application, teachers' professional learning and development, digital security protection, intelligent innovation application, and improvement of children 's digital literacy. There are 22 second-grade indexes, such as digital technology knowledge, digital technology skills, digital learning environment creation, and digital activity design. Based on the survey of 434 kindergarten teachers in the eastern, central, and western regions of China, the reliability and validity of the digital literacy assessment tool for kindergarten teachers are good. The overall Cronbach's alpha of the questionnaire is 0.959, the KMO value in exploratory factor analysis is 0.946, and the P value of Bartlett's sphericity test is less than 0.001, reaching a significant level. The overall fitting coefficient, analysis path coefficient, AVE, and CR values of AMOS confirmatory factor analysis are also up to standard, indicating that the self-assessment questionnaire has good structural validity and can evaluate the status quo of digital literacy stably and reliably. The analysis of the current situation shows that the digital literacy of kindergarten teachers in China is at a medium level as a whole. In terms of intelligent innovation application, male teachers' ability in intelligent innovation application is significantly higher than that of female teachers. There are also significant differences among teachers of different teaching ages, educational backgrounds, and those from different kindergarten regions. In the dimension of digital security protection, there are significant differences between teachers of different teaching ages and types of kindergarten areas. An inverse relationship has been observed where digital literacy levels decrease with higher years of teaching experience and educational background. According to the research results, this study proposes a strategy for improving the digital literacy development of kindergarten teachers, including building an intelligent education support platform, building a precise hierarchical training system, and establishing a digital co-education network of home communities.