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

Abstract

With the development of digital humanities, teaching and research ideas in the humanities have changed, and new demands have also been placed on the literacy structure of students. College Chinese Language Courses are facing the problem of redefining their own functions in the era of digital cognition. The four components of digital humanities literacy in this paper are technology cognition, data interpretation, critical reflection and innovative expression, and it can be observed that the humanistic foundation of College Chinese Language courses, which focuses on meaning interpretation, is directly related to the generation of this literacy. Next, we will examine how course knowledge is transformed into other forms, how teaching discourse practices are reformed, and how evaluation systems affect all of the above. Based on the above, the three interdependent paths of classical interpretation, interdisciplinary intervention and meaning production are put forward to form a system with internal logical consistency and provide a theoretical basis for literacy education.