中国电化教育

乡村教师的数字素养水平是影响乡村教育数字化转型效果的关键因素。已有的研究大多基于外部环境探究影响乡村教师数字素养提升的因素，较少从教师主体视角进行剖析。研究从乡村教师个人动机视角出发，基于UTAUT模型和自我决定理论构建乡村教师数字素养提升的影响因素模型，采用结构方程模型(SEM)和模糊集定性比较分析(fsQCA)相结合的方法探究乡村教师数字素养提升的影响因素。SEM分析发现，乡村教师的绩效期望、努力期望、社会影响、内在动机正向显著影响数字素养提升意向，提升意向和便利条件正向显著影响数字素养，性别、教龄、学历对模型的部分路径具有调节作用；进一步通过fsQCA分析可知，绩效期望是影响乡村教师数字素养提升的必要条件，乡村教师数字素养提升的影响因素共有5种不同的组态。基于研究结果，提出从激发内生动力、满足绩效期望和差异化群体需求、提升便利条件感知等方面促进乡村教师数字素养提升。研究结论将为乡村教师数字素养提升和乡村教师专业发展提供思路和启发。

The level of digital literacy of rural teachers is a key factor affecting the effect of digital transformation in rural education. Previous studies often explored the factors affecting the improvement of rural teachers' digital literacy from the perspective of external environment,but lacked an analysis from the perspective of the teacher subject. This study starts from the personal motivation perspective of rural teachers and builds an influencing factor model of rural teachers' digital literacy improvement based on the UTAUT model and self-determination theory. Using a combination of structural equation modeling(SEM) and fuzzy set qualitative comparative analysis(fsQCA), this study explores the influencing factors of rural teachers' digital literacy improvement. The SEM analysis shows that the performance expectation,effort expectation, social influence, and intrinsic motivation of rural teachers positively affect their intention to improve digital literacy, and the intention to improve digital literacy and convenience conditions positively affect digital literacy. Gender, teaching age and educational background have moderating effects on some pathways of the model; further fsQCA analysis shows that performance expectation is a necessary condition for the improvement of rural teachers' digital literacy, and there are six different configurations of influencing factors for rural teachers' digital literacy improvement. Based on the research results, it is proposed to promote the digital literacy of rural teachers from the aspects of stimulating endogenous motivation, meeting performance expectations and differentiated group needs, and improving the perception of convenient conditions. The research conclusions will provide ideas and inspiration for the improvement of rural teachers' digital literacy and their professional development.