Research On Influencing Factors Of Teaching Reflection Of Primary School Chinese Teachers From The Perspective Of Technology Integration

Teachers,as the core participants of educational reform,are the backbone of ensuring the quality of education.The research on what kind of teachers to train,why and how to train is in the ascendant has always run through the reform of education and teaching.As an important way of teachers' professional development,teacher reflection has gradually become an important issue to educational decision makers,administrators and teachers.As an emerging subject field,information technology is constantly integrating into teacher education at an amazing speed,bringing not only help but also huge challenges to the construction of teachers' teams.The influence of information technology on teacher education has changed from the role of early collaborator and supporter to the participant of teacher education.And gradually,it entered the core of the curriculum teaching of teacher education,which has become an indispensable part of the current teacher education reform.How should teachers reflect on teaching from the perspective of integrated technology? What are the influencing factors of teachers' teaching reflection from the perspective of integrated technology? Consideration like the above has become important issues in the field of teacher education.In particular,the study of the influencing factors affecting teachers ' teaching reflection from the perspective of integration technology,is crucial to the professional growth of individual teachers.In view of this,by applying the Technology Acceptance and Use Model,teacher reflective teaching theory and theory of integrating information technology and curriculum,the research constructs the influencing factors framework of integrating information technology into teaching for primary Chinese teachers,adopts quantitative and qualitative methods to explore the influence and influence factors of primary Chinese teachers,and puts forward effective strategies and development suggestions of integrating primary Chinese teachers.The research results are listed in four points.First,in order to master and present the current development condition of primary school Chinese teachers in advance,it provides a solid practical foundation for the subsequent qualitative case study and empirical verification.According to the relevant theory,the practice,cognition,emotion,meta-cognition,criticism,and morality are determined as the six elements of the influencing factors affecting teachers' teaching reflection under the technology integration perspective.The Independent samples T-test and One-way ANOVA(SPSS 22.0)were used to reflect the overall development level of elementary Chinese teachers.The results show that the overall development level of primary school Chinese integration technology teaching is not perfect.But significant differences exist in gender,age,educational background,length of teaching service and professional title.The results above provide a solid practical basis for the subsequent qualitative case study and empirical verification.Second,because of the uncertainty of the specific teaching situation and the instability of teachers 'teaching reflection behavior,it is inseparable from the specific classroom teaching situation and the specific teaching decisions in the class.Therefore,this study divides the total sample into three groups: the low level group,the middle level group,and the high level group.Based on this,teacher M,N and O are selected as the case study targets.Data is collected through the mixed methods like in-depth interview,non-participatory classroom teaching observation,and life history analysis.Codes are obtained in three steps: open coding,spindle coding and selective coding supported by grounded theory.In the study of the influencing factors affecting teachers' teaching reflection under the technology integration perspective,for this stage,the core and secondary influencing factors are summarized;internal,external and process influencing factors are determined;the essential connotation of the relevant factors influencing the integration of primary school Chinese teachers are deeply described;the qualitative structural relationship between the relevant influencing factors are fixed.The research work done above lay the foundation for the subsequent quantitative empirical research.Third,based on the previous study results originated from the theoretical construction framework and the case study,the theoretical hypothesis of the influencing factors affecting primary Chinese teachers' teaching reflection under the technology integration perspective are constructed.At this stage,it designs the questionnaire,selects two models,i.e.the partial least squares based structural equation model(PLS-SEM)and covariance-based structural equation model(CB-SEM),to complete the empirical study.By this,finally,the quantitative structural relationship between internal influencing factors,external influencing factors and process influencing factors are determined.Finally,this study comprehensively considers the qualitative conclusion of case study and the quantitative research structure of questionnaire,as well as the qualitative structure and quantitative structure of the influencing factors.From the aspects like cultural foundation,practice paradigm,development logic,platform construction,and the monitoring system construction,development suggestion s are raised for primary Chinese teachers' ability of teaching reflection integrated with the technology.At the same time,focusing on the disputes or problems existing in the implementation,the study develops the optimization strategy by combining with the subject environment creation,information technology course training and safeguard measures.