Abstract
This study proposes a knowledge management framework for college Chinese teaching under digital transformation. Based on knowledge creation and organizational learning principles, the framework includes demand reconstruction, element reconstruction, and process optimization. Specifically, it reconstructs teaching objectives, content, resources, and interaction modes through digital integration, while optimizing the teaching process through pre-class preparation, in-class interaction, and post-class extension. A quasi-experimental study was conducted in three classes to examine the effectiveness of the proposed model. The results indicate that the systematic teaching approach promotes the development of students' core literacy, digital literacy, and learning engagement. This study demonstrates that knowledge management provides an effective approach for integrating digital resources, optimizing teaching practices, and promoting knowledge creation and application in humanities education.