Abstract: To address the new requirements for digital literacy in the automotive industry's digital transformation and explore a digital literacy evaluation path that suits the characteristics of automotive majors in higher vocational colleges, this paper, guided by social constructivist learning theory, adopts an action research method. Data are collected through semi-structured interviews, participatory observation, and document analysis, and are subjected to thematic analysis. The research aims to reveal the cognitive characteristics of digital literacy among automotive major students, the interaction between their cognition and the standardized evaluation framework, and to construct a digital literacy evaluation model with professional specificity based on these findings. The research findings indicate that automotive major students' cognition of digital literacy is characterized by contextualization and pragmatism, with an emphasis on instrumental rationality and practical value orientation. There is a structural tension between individual cognition and the standardized evaluation framework. Students actively adjust the dynamic balance with the evaluation framework through strategies such as cognitive reconstruction of key events in the interaction. The study shows that the formation of digital literacy among automotive major students in higher vocational colleges is a constructive process of continuous negotiation with the evaluation framework in specific professional contexts.

Key words: digital literacy; automotive major; digital transformation; social constructivism; action research

摘要： 为应对汽车产业数字化转型对人才数字素养提出的新要求，并探索适应高职汽车专业 特点的数字素养评价路径，文章以社会建构主义学习理论为指导，采用行动研究法，通过半 结构化访谈、参与式观察与文件分析收集数据，并进行主题分析。研究旨在揭示汽车专业学 生对数字素养的认知特征、其与标准化评价框架之间的互动关系，并据此构建具有专业针对 性的数字素养评价模型。研究发现高职汽车专业学生对数字素养的认知具有情境化、实用主 义特征，其能力观强调工具理性与实用价值导向；个人认知与标准化评价框架之间存在结构 性张力；学生通过对关键事件的认知重构等策略，在互动中能动地调适与评价框架的动态平 衡。研究表明，高职汽车专业学生数字素养的生成是一个在具体专业情境中与评价框架持续 协商的建构过程。

关键词: 数字素养；汽车专业；数字化转型；社会建构主义；行动研究