Research On Information Literacy Of Primary And Secondary School Teachers

Today's education is undergoing a great and profound transformation.The most direct driving force of this change is information technology which has been developing rapidly since 1980 s.Information technology puts forward new goals and requirements for talent training for education,and also provides new ideas and tools to achieve this goal.How to make better use of information technology to achieve the goal of training qualified citizens for the information society is an important challenge to the development of education.International organizations and scholars have found that the information literacy of primary and secondary school teachers is crucial in this educational revolution.Only through the continuous improvement of the information literacy of primary and secondary school teachers,can they improve their knowledge structure,realize their professional development,and finally cultivate qualified citizens in accordance with the requirements of the information age.The study starts with the exploration of the relationship between education and information technology.Based on the theory of teacher professional development,it explores the reconstruction of teacher professional quality in the information age and the path of information technology to support teacher professional development.On the basis of theoretical study and practical exploration of teachers' information literacy,the study explores teachers' information literacy from the aspects of composition,characteristics,content framework,development path and influencing factors.Through a nationwide survey on the information literacy level of primary and secondary school teachers,the study investigates the overall level and deficiency of information literacy of primary and secondary school teachers in China,so as to explore practical ways to improve the information literacy of teachers in primary and secondary schools in China.The research focuses on the central issue of "how to jointly promote the development of information literacy of primary and secondary school teachers in China from the perspectives of theoretical research and practical exploration",and pushes the research further along the two main lines of theory and practice.In the aspect of theoretical research,the research firstly examines and considers the information literacy of primary and secondary school teachers from the perspective of pedagogy and teacher professional development.The information age requires us to rethink the essence of education and the value of information technology in education.The accelerated development of educational informatization has brought about great changes in teachers' original qualities.The research on teachers' information literacy should be carried out from the perspective of pedagogy,which respects human subjectivity and individual value,and then study the role of teachers in the context of informatization society.The study analyzes the existing research results of teachers' information literacy at home and abroad.The research results of international organizations and developed countries on teacher information literacy are embodied in various information literacy standards and teachers' information literacy policies(projects).The study reviewed and analyzed the information literacy standards and policies of teachers of UNESCO,AECT,ACRL and other international organizations and developed countries such as the United States,Britain,Japan,Singapore,Sweden,New Zealand and Canada.At the same time,the study analyzes the Chinese policies on improving teachers' information literacy in different stages and classifications.On the basis of the research perspective and experience,this paper explores the theory of teachers' information literacy.On the basis of analyzing the concept and constitution of citizens' information literacy and combining with the characteristics of teachers' professional development,this paper analyzes the connotation,constitution and characteristics of teachers' information literacy.The study proposes six dimensions and three stages of teachers' information literacy,and analyzes its development path and influencing factors.Based on this,an analytical framework of teachers' information literacy is constructed.In the aspect of practical exploration,this paper studies the current situation of information literacy of primary and secondary school teachers in China through questionnaires and interviews.The questionnaires and interview covered urban and rural areas were distributed in 10 provinces,municipalities and autonomous regions in the East,middle and West China.Survey results show that primary and secondary school teachers has preliminary information literacy in our country,but there are still some problems existed,such as information technology and discipline teaching conformity ability is insufficient,the information technology applied to teaching innovation is not enough awareness,lack of information ethics and teaching skills,teachers' professional learning and professional development ability is insufficient,and information literacy develops unevenly between regions and different ages and so on.Aiming at the problems exposed in the survey,this paper analyzes the reasons from the aspects of pre-service education,on-the-job training,teacher awareness,current situation of economic and social development,and teacher professional development cycle.Put forward the strategies of reform and promotion,aiming at the development status,research problems and causes.It mainly includes: attention should be paid to the acquisition of information knowledge in teachers' pre-service education,the cultivation of information technology ability in on-the-job training,the dynamic update of teachers' information literacy standards,the development of information literacy in teachers' career,and the guidance of various policies on teachers' information literacy.