面对传统教育发展局限及核心素养培养困境，数据驱动教育变革成为大数据时代下的新路径。同时，当下深度推进的智慧课堂所创设的环境对教师科学利用教育数据开展教学提出了针对性的挑战，教师的数据素养对推动智慧课堂变革具有至关重要的影响，然而现有相关研究却相对匮乏和单一，难以支撑智慧课堂环境下的教师数据素养培育与提升。

为此，本研究关注教师数据素养适应智慧课堂新型环境、优化智慧课堂过程的内在逻辑是及实际表现这一问题，通过文献研究构建智慧课堂环境下的教师数据素养结构模型及评价体系，选取具备智慧课堂教育教学经验的中小学教师为研究对象，通过问卷调查探析智慧课堂环境下的教师数据素养现状，以期为教师应对智慧课堂环境下的数据挑战、促进专业发展提供支持。

本研究形成了以数据能力为中心的智慧课堂环境下的教师数据素养的结构模型及评价指标体系。智慧课堂环境下的教师数据素养现状呈现出：（1）智慧课堂趋向常态化，数据成为撬动其模式变革的关键点；（2）教师数据素养整体水平较高，各维度还待系统化、深层次提升；（3）教师数据素养在经验、背景、阅历等因素下呈现差异化，鼓励个性分层式培育方法；（4）智慧课堂环境下的教师数据素养各维度密切相关，启示搭建全方位培育内容体系。为适应时代发展下的智慧课堂教学需求，教师数据素养各维度水平的不断更迭提升及个性化支持帮扶变得重要。本研究为大数据时代下，促进智慧课堂变革及教师专业发展提供了新视角。

Facing the limitations of traditional education and the challenges of cultivating core competencies, data-driven educational transformation has become a new path in the era of big data. At the same time, the environment created by deeply promoting smart classrooms presents targeted challenges for teachers to scientifically utilize educational data for teaching. The teachers' data literacy plays a vital role in promoting the transformation of smart classrooms. However, existing related research is relatively scarce and single, making it difficult to support the cultivation and improvement of teachers' data literacy in the environment of smart classrooms.

Therefore, this study focuses on the following issues: how teachers' data literacy adapts to the new environment of smart classrooms, the internal logic of optimizing the process of smart classrooms, and its actual performance. By conducting literature research, this study constructs a structure model and evaluation system for teachers' data literacy in the environment of smart classrooms, selects primary and secondary school teachers with experience in smart classroom teaching and education, and explores the current status of teachers' data literacy in the environment of smart classrooms through questionnaire surveys, as well as conducting in-depth analyses of its reasons. This study aims to provide support for teachers to cope with data challenges and promote professional development in the environment of smart classrooms.

This study forms a structural model and evaluation indicator system for teachers' data literacy in the context of smart classrooms centered on data ability. The current status of teachers' data literacy in the environment of smart classrooms presents characteristics at different levels of environment, group, and individual. The main conclusions are as follows: (1) Smart classrooms are becoming more normal, and data has become the key point to drive its mode change; (2) Teachers' overall data literacy levels are relatively high, but each dimension still needs to be systematically improved and deepened; (3) Teachers' data literacy varies due to factors such as experience, background, and exposure, encouraging personalized layered cultivation methods; (4) The various dimensions of teachers' data literacy in the context of smart classrooms are closely related, suggesting the construction of a comprehensive cultivation content system. In order to meet the needs of smart classroom teaching in the era of development, it is essential to continuously upgrade and personalize support for teachers' data literacy at all levels and aspects. This study provides a new perspective for promoting the transformation of smart classrooms and teacher professional development in the era of big data.