Research on the Pathways and Strategies for Cultivating Students' Digital Humanities Literacy in College Chinese Language Courses within the Context of Digital Humanities

Abstract

The rise of digital humanities has profoundly influenced the teaching and research paradigms of humanities disciplines and has also imposed new requirements on the literacy structure of learners. College Chinese Language courses are faced with the issue of redefining their own functions within the digital cognitive environment. This study, proceeding from the theoretical level, deconstructs digital humanities literacy into four dimensions: technological cognition, data interpretation, critical reflection, and innovative expression, and demonstrates the intrinsic connection between the humanistic endowment of College Chinese Language courses—centered on meaning interpretation—and the generation of literacy. Subsequently, it analyzes the cultivation mechanisms from three aspects: the transformation of course knowledge forms, the reconstruction of teaching discourse practice, and the moderating effect of evaluation mechanisms. On this basis, it proposes three mutually supportive pathways—classical interpretation, interdisciplinary intervention, and meaning production—which together constitute a strategic system with inherent logical consistency, thereby providing a theoretical reference for literacy cultivation.