For a period of time, as digital technologies such as artificial intelligence, the Internet of Things, Big data, cloud computing and traditional industries are increasingly integrated, new industries, new business forms and new models are emerging, and the digital economy continues to develop, which also poses new challenges to the digital literacy and skills of workers. Increasing efforts to cultivate and utilize new skilled talents in the digital field - digital craftsmen - is a relatively important issue. In the era of digital economy, data has become a new type of Means of production and has been rapidly integrated into production, distribution, exchange, consumption and other aspects. The working scene, production tools, skill needs, and knowledge structure of workers are greatly different from those in the era of industrial economy. The rapid development of the digital economy has generated a large number of digital and intelligent job positions, making the supply-demand contradiction of "digital craftsmen" in the labor market increasingly prominent. The "Research and Development Report on Industrial Digital Talents (2023)" points out that the overall gap of digital talents in China is around 25 to 30 million. In the Occupational Classification Code of the People's Republic of China Occupational Classification Dictionary (2022) released by the Ministry of Human Resources and Social Security, 97 digital occupations marked for the first time accounted for 6% of the total number of occupations. Unlike traditional skilled talents, digital craftsmen are composite skilled talents who possess both modern industrial technology skills and intelligent networking skills, and are adept at penetrating and integrating digital technology transformation to enhance traditional industries. Among them, data thinking ability, data analysis ability, and digital application ability are the core digital literacy and skills that such talents should possess. However, from the perspectives of inventory and increment, the construction of China's digital craftsman team faces many challenges. From the perspective of inventory, China's digital literacy and skill cultivation system is not yet sound, and workers lack platforms and channels to improve their digital literacy and skills; From an incremental perspective, the social concept of "valuing academic qualifications over skills" leads to a lack of high-quality students in vocational education, which restricts the construction of digital craftsman teams. In addition, the curriculum and textbook updates of continuing education and vocational education are slow to iterate, and the training content mainly focuses on general skills, with a significant lack of digital literacy and skills. To build a high-quality digital craftsman team and fill the gap, it is necessary for the government, schools, industries, enterprises, and other multiple entities to play a synergistic effect. We need to strengthen the top-level design of cultivating digital craftsman talents and transform the social concept of "valuing education over skills". By establishing a sound vocational and technical stratification system and a diversified evaluation mechanism, improving digital talent development policies, conducting multi-dimensional digital skill competitions, and enhancing the social status and welfare benefits of digital talents, we aim to create a social atmosphere of "respecting technology and still being able". We need to establish a digital craftsman co education system with industry education integration as the core, vocational colleges as the foundation, digital enterprises as the main body, and training institutions as supplements. Strengthen the digital iterative updating of teaching staff, curriculum design, and teaching content in vocational colleges, encourage cooperation between vocational colleges and high-quality enterprises in the digital economy, and support social forces to participate in digital literacy and skills training. We also need to improve the guarantee system for improving digital literacy and skills, and expand channels for improving digital literacy and skills. We should increase public financial support, reduce the level of vocational education fees, exempt low-income groups and unemployed individuals from participating in digital literacy and skills education, and