Research On The Current Status Of Digital Literacy And Improvement Strategy For Pre-Service International Chinese Teachers

The Ministry of Education issued and implemented the "Professional Competence Standards for International Chinese Teachers",which stated that international Chinese teachers should master educational technology skills.Huai Jinpeng,Secretary of the Party Group of the Ministry of Education,emphasized the need to vigorously promote the cultivation of opportunities for digital education and continue to deepen the implementation of the national education digital strategy.In response to the call of the Ministry of Education,it is imperative to cultivate international Chinese teachers with high levels of digital literacy.Undergraduate students majoring in Chinese International Education and master’s students majoring in Chinese International Education are important components of pre-service teachers in international Chinese education.In order to further enhance the digital literacy of pre-service Chinese language teachers,this article investigates and analyzes the current situation of digital literacy of international Chinese language education pre-service teachers,clarifies the digital literacy development needs and difficulties of the pre-service teacher group,and based on previous research,divides digital literacy into four dimensions: "digital awareness","digital knowledge and skills","digital development sector",and "digital ethics",A questionnaire survey and semi-structured interviews were conducted on 302 pre-service teachers of international Chinese language education at Yunnan Normal University’s Yunnan College of Chinese Literature.Data analysis shows that 68.2% of pre-service teachers in international Chinese education have a score of 3-4 for digital literacy,showing a "good" overall level.Digital ethics show an "excellent" level,and the three dimensions of digital awareness,digital knowledge and skills,and digital development generally tend to be "good".Specifically,the overall digital literacy level of pre-service teachers from urban areas is higher than that of rural pre-service teachers;The overall level of graduate students is higher than that of undergraduate students;The digital literacy level of fourth grade undergraduate students is higher than that of first,second,and third grades;The digital literacy level of graduate students from first grade to third grade is steadily increasing;Having participated in relevant courses and training has a significant impact on the digital literacy level of pre-service teachers in international Chinese education;Chinese students have higher digital literacy than students from other countries.The paper is divided into five parts.The first part provides an overview of the research background,etc;The second part,through literature analysis,defines the concepts and evaluation criteria of "pre-service teachers of international Chinese education" and "digital literacy",and clarifies the theoretical basis;The third part is about the survey and data statistical analysis of the current situation: first,predict the questionnaire and test its reliability and validity;Secondly,the questionnaire was officially distributed for investigation and statistical data was collected;The fourth part is to conduct basic information analysis,overall statistical analysis,and differential analysis on the digital literacy of pre-service teachers in international Chinese education.On this basis,based on the survey results,an interview outline for the digital literacy of pre-service teachers in international Chinese education is formulated,and the interview data is used to deeply explore the current situation and influencing factors of their digital literacy.Part 5,Suggestions for Improvement:Propose suggestions to improve the digital literacy of pre-service teachers in international Chinese education from three levels: individuals,universities,and governments.