The Study On The Professional Knowledge Of Junior High School IT Teachers

Along with the curriculum reform and the information education forward, especiallywith the National Work Meeting of Middle and Primary School’s Information TechnologyEducation”(2000) held, and The Ordinary High School Technology Curriculum Standard(experiment (Information Technology)"(2003) issued, information technology education inhigh school has entered a new high-speed developing stage. As high school informationtechnology education and the facilitator, high school information technology teachers’professional knowledge level not only affects the quality of the information technologyeducation of high school directly, but also impact on the cultivation of China’s nationalinformation literacy and the informatization of Chinese foundational education indirectly.However, current researches on high school information technology teachers’ professionalknowledge is still at its beginning stage; the professional knowledge level status, professionalknowledge sources and the influence factors are not carefully examined. Therefore, furtherresearches on high school information technology teachers’ professional knowledge arerequired.This paper, based on the theory of teachers’ professional knowledge in China and thecurrent implementing status of information technology curriculum in middle schools,constructs the framework of high school information technology teachers’ professionalknowledge According to this framework, the professional knowledge status and professionalknowledge of the source of403high school information technology teachers in-service and174students of pre-service from the northeast part of China were surveyedcomprehensively, through the combining of the quantitative and qualitative method of thequestionnaire investigation, observation, visiting and so on. In doing so, we try tosystematically understand Chinese high school information technology teachers’ professionalknowledge status, professional knowledge sources and their affecting factors. Main researchconclusions are as follows:1. High school information technology teachers’ professional knowledge level overall isnot high. Whether the points of in-service teacher or students’ most professional knowledge isbelow60%, which is a failing level according to the requirements of “The Ordinary HighSchool Technology Curriculum Standard (experiment)".The analytic hierarchy process (ahp)results of the in-service information technology teachers’ professional knowledge shows thatthe total score of most of them is between0.3-0.6,62%of them is less than0.5,87%ofthem is less than0.6; when it comes to professional knowledge type, discipline curriculumknowledge level is relatively higher, followed by general education teaching knowledge, thenis teaching knowledge, and the last is the information technology subject knowledge. Surveys on in-service information technology teacher’s professional knowledge level also show thedifferences at the professional knowledge levels. The professional knowledge level growthswith the teaching age; Backbone teachers’ professional knowledge level is significantlyhigher than the non-backbone teachers’; Provincial key high school teachers’ professionalknowledge level is significantly higher than the average high school teachers’; besides, thisdifference in teaching knowledge is the most obvious.2. According to characteristics of in-service teachers knowledge structure, theinformation technology teachers can be divided into three categories: balanced, experiencedand branched, of which the most balanced type teachers are the backbone teachers, themajority of the experienced one are the middle aged teachers; and; and the majority ofbranched one are the young teachers.3. According to the surveys on the of the in-service high school information technologyteachers’ professional knowledge sources are various, the statistical analysis and logisticregression analysis shows that: teaching experience and reflection, observing, as well as thecolleagues daily communication are the most important sources of their professionalknowledge; while in-service training and degree education’s enhancing effect is not obvious.According to survey on the students’ professional knowledge sources, statistical analysis andlogistic regression analysis shows that: education apprentice and the practice, teachingmethods class are the most important sources of their professional knowledge and educationalcourses, micro teaching effect is not obvious.