本研究以DigCompEdu框架为理论基础，聚焦我国乡村教师数字胜任力现状。关注乡村教师数字胜任力既是促进我国乡村教师队伍建设的需要，也是探讨大数据时代下乡村教师如何胜任数字教育工作问题的重要方面。研究采用量化研究方法，以欧盟“教师自拍”量表为主要研究工具。研究发现我国乡村教师数字胜任力整体水平偏低，且在不同数字能力领域表现出不均衡的特征。此外，乡村教师数字胜任力在性别上表现出显著差异，而在教师教龄、职称、学历等方面无显著差异。进一步分析研究结果可知乡村教师数字胜任力既有知识欠缺、传统教学模式抑制教师数字胜任力等，可见乡村教师数字胜任力影响因素复杂。并从教师队伍建设、宏观政策保障、微观学校支持、高校师范生培养几个方面为乡村教师数字胜任力发展提供了建议。

This study is based on DigCompEdu framework focusing on the current situation of digital competency of rural teachers in our country. Paying attention to the digital competence of rural teachers is not only the need to promote the construction of rural teachers, but also an important aspect of discussing how rural teachers are competent for digital education in the era of big data. The research adopts quantitative research method, with the EU "SELFIE for TEACHERS" scale as the main research tool. It is found that the overall level of rural teachers' digital competence is low and unbalanced in different digital competence areas. In addition, the digital competence of rural teachers showed significant differences in gender, but no significant differences in teaching age, professional title, educational background and other aspects. Further analysis of the research results shows that the rural teachers' digital competency has both lack of knowledge, the traditional teaching model inhibits teachers' digital competency and the influencing factors of rural teachers' digital competency are complex. It also provides some suggestions for the development of rural teachers' digital competence from the aspects of teacher team construction, macro-policy guarantee, micro-school support and normal university student training.