The Information Literacy Of International Chinese Teachers From The Perspective Of Educational Ecology

With the continuous development of informatization,the importance of information technology in education has become increasingly prominent,and the international Chinese education ecosystem has also shown a shift towards informatization.This reality requires international Chinese language teachers to have a certain level of application of information technology to promote the informatization transformation of international Chinese language education.In order to adapt to the changes in educational ecology,international Chinese teachers need to improve their information literacy.This study focuses on the information literacy of international Chinese teachers from the perspective of educational ecology,which not only conforms to the turn of teachers’ professional development research,contributes to the research of international Chinese teachers’ professional development,but also helps teachers to further improve their information literacy and adapt to the changing educational ecology in the future.With the help of questionnaires,data statistics and interviews,this research aims to position international Chinese teachers’ information literacy from the perspective of educational ecology,understand the current situation of international Chinese teachers’ information literacy level,analyze the existing deficiencies,the causes of educational ecological imbalance,as well as external environmental factors and individual factors affecting information literacy,and explore how to improve international Chinese teachers’ information literacy level from the perspective of rebuilding educational ecological balance.Specifically,the full text is divided into five parts:the first part clarifies the origin and significance of the research,and makes a literature review from the aspects of teachers’ information literacy research,teachers’ information literacy research from the perspective of educational ecology,and international Chinese teachers’information literacy research,pointing out research ideas and research methods.The second part is the theoretical basis of the research on international Chinese teachers’ information literacy from the perspective of educational ecology,analyzes the theoretical reasons for the imbalance between international Chinese teachers’information literacy and the educational ecology,also analyzes the feasibility of using the educational ecology to study international Chinese teachers’ information literacy.This paper defines the concept of information literacy of international Chinese teachers in the educational ecology,that is,the comprehensive literacy of international Chinese teachers related to information technology when the influence of information technology is enhanced,including awareness,knowledge,ability and morality.It can help teachers adapt to the new teaching environment.At the same time,it also provides explanations and indicators for the four dimensions of information awareness,information knowledge,information ability,and information ethics.The third part presents the research design,detailing the methods used in the study,as well as information on the research subjects and interviewees.Through questionnaire and SPSS statistical software,this paper analyzes the status of information literacy of international Chinese teachers,and draws the conclusion that information literacy is generally at a low level;Information awareness and information ethics are at a high level,while information knowledge and information abilities are at a lower level.At the same time,through interviews,the specific reasons for the imbalance of educational ecology were analyzed,and the conclusion was that training failed to give full play to the role of delivering "live water",teachers lacked active evolution,the outside world lacked appropriate intervention,and the good ecological environment for cultivating information literacy was lacking.The fourth part mainly analyzes the influencing factors of information literacy of international Chinese teachers from the perspective of educational ecology based on the interview text of teachers,and concludes that external environmental factors such as adequate resource support,strong information atmosphere,pre-service training and education policies will promote the improvement of teachers’ information literacy.Individual factors such as gender,identity,teaching experience,class hours.professional background and teaching practice are also important influencing factors.However,the confidence of teachers in mastering technology and their positive attitude towards the industry are not important influencing factors.The fifth part gives suggestions on improving international Chinese teachers’information literacy from the perspective of rebuilding the ecological balance of education,that is,to establish a long-term information literacy improvement mechanism of "absorption-consolidation-breakthrough",including reforming the training mode to make good use of the "living water effect" of training to absorb external nutrition,the link of teachers’ active evolution and external intervention adjustment to consolidate information literacy,and the breakthrough link of creating an information education ecological environment.