Abstract: Enhancing teachers' digital literacy is an essential pathway to deepening educational digital transformation and promoting high-quality educational development. Exploring the evolutionary stages of China's teacher digital literacy policies and identifying the problems emerging in their development can provide valuable insights for future policy formulation and implementation. From the perspective of policy tools, this study systematically analyzes policy documents on teacher digital literacy issued since 2002 using the Five-category Theory. It summarizes the developmental characteristics of these policies from three dimensions: the use of policy tools, policy evolution paths, and the structural components of teacher digital literacy. Based on this analysis, the study identifies typical problems concerning policy goals, policy design and implementation, and policy evaluation and feedback. The findings indicate that China's teachers' digital literacy policies have evolved through three stages:exploratory, continuous, and innovative development. To advance the high-quality development of teachers' digital literacy, policy efforts should be directed toward three key areas. Specifically, regarding policy objectives and directions, attention should be paid to diversifying policy objectives and ensuring coherence among policy orientations. In policy design and implementation, efforts should focus on innovating mechanisms for cultivating teachers' digital literacy, enhancing their digital competence, and improving supporting infrastructure. In policy evaluation and feedback, it is important to continuously refine the evaluation system for teachers' digital literacy policies and establish a bottom-up feedback mechanism to facilitate continuous improvement.