Research On Information Literacy Of Primary And Secondary School Teachers In Qiandongnan Miao And Dong Autonomous Prefecture Of Guizhou Province

“Education modernization in China2035” proposes to accelerate the educational reform in the information age.Teachers are the key to educational reform.“The core literacy of Chinese students’ development” points out that students should have information awareness.To cultivate students’ information awareness,teachers must first have information literacy.Restricted by the level of economic development,the level of educational informatization in ethnic minority areas is low,and teachers’ information literacy is at a low level.The key to realize educational equity and make education in ethnic areas keep up with the development of the times is to improve the information literacy of teachers in ethnic areas.This study takes the primary and secondary schools in Qiandongnan Miao and Dong Autonomous Prefecture of Guizhou Province as an example,aiming at improving the information literacy level of primary and secondary school teachers in ethnic areas,based on the theory of multicultural and cross-cultural communication,teacher professional development theory,TPACK theory,taking qualitative method as the main method and quantitative method as the auxiliary method,comprehensively using the literature method,classroom observation method,questionnaire survey method,interview survey method.This study starts from the following aspects: the connotation and characteristics of teachers’ information literacy in minority areas,the overall situation of primary and secondary school teachers’ information literacy in minority areas,the construction of information literacy level model,and the strategies to improve the level of information literacy:1.By using the method of literature analysis,this paper summaries the relevant research results of information literacy of primary and secondary school teachers in ethnic areas,including the basic composition and development characteristics of information literacy of primary and secondary school teachers in ethnic areas,so as to lay the foundation for the formation of the analysis framework of information literacy of primary and secondary school teachers in ethnic areas.2.By using the self-made "Questionnaire on Information Literacy of Primary and Secondary School Teachers in Minority Areas",this study investigates the overall situation of information literacy of primary and secondary school teachers in a county of Qiandongnan Miao and Dong Autonomous Prefecture,Guizhou Province.865 valid questionnaires are issued,and 15 principals and 40 primary and secondary school teachers are interviewed.SPSS26.0 and Nvivo11 were used to analyze the survey data.3.Using the research method of Grounded Theory,24 primary and secondary school teachers in Qiandongnan Miao Dong Autonomous Prefecture of Guizhou Province were interviewed in-depth to interpret the influencing factors of teachers’ information literacy from two aspects of teachers’ individual and external environment.Nvivo11 is used to encode the data.4.Expert interview was used.Based on the relevant research results of primary and secondary school teachers’ information literacy,this paper integrates the core elements and sub elements of teachers’ information literacy and forms the first draft of the index system through index extraction,divergence and convergence.Then it carries out six rounds of opinion solicitation and iterative revision,including four rounds of expert consultation and two rounds of front-line teacher interviews,which verifies the rationality of the index system,and finally forms the level model about the information literacy of teachers.5.Nine teachers in Qiandongnan Miao Dong Autonomous Prefecture of Guizhou Province were selected by random stratified sampling method to conduct a special intervention experiment(special training guidance for teachers’ Information Literacy).Each teacher was audited the class twice in the first semester and the second semester(conventional new teaching class).The information literacy level of teachers was measured and compared whether there is any difference between before and after the measurement.This paper summarizes the strategies of improving teachers’ information literacy in ethnic areas.Research shows:1.The overall survey on the development of teachers’ information literacy in Qiandongnan Miao and Dong Autonomous Prefecture,Guizhou,shows that: 1There are three main problems in the development of teachers’ information literacy in Qiandongnan Miao and Dong Autonomous Prefecture,Guizhou: The first problem is the lack of information technology training-only 22% of teachers often participate in the training;the second problem is the poor ability of teachers’ sharing and cooperation-only 13.4% of teachers often participate in collaborative learning groups to complete tasks with experts and peer teachers;the third is the lack of environment for teachers to improve their information literacy.The survey found that the main difficulties of primary and secondary school teachers in the application of information technology in teaching,from high to low,are as follows: lack of teaching resources matching with the teaching content,many teaching ideas but there is no time to use,insufficient information-based teaching environment,no attention and support from leaders.(2)The research on the model of teachers’ information literacy level shows that1.Teachers’ information literacy is divided into five primary dimensions,including information awareness,information knowledge,computational thinking,information ability and information morality,and fourteen secondary dimensions.Among them,information awareness includes two secondary dimensions: information importance and information application awareness;information knowledge includes three secondary dimensions: information tool knowledge,information retrieval knowledge and educational information theory;information ability includes five secondary dimensions: curriculum and evaluation,teaching and learning,organization and management,information and communication technology use and teachers’ Professional learning;information morality includes two dimensions: information morality cognition and information moral behavior.The level of teachers’ information literacy can be divided into five levels.When the total score is-2,-1,0,1 and 2,it corresponds to five levels: no information awareness,mechanical use of information technology,no novelty in conventional use,conventional but innovative use and creative use of information technology.Among them,the mechanical use of information technology,conventional use without innovation is the stage of technical literacy,conventional use with innovation is the stage of knowledge creation literacy,and the creative use of information technology is the stage of knowledge deepening literacy.2.Three teachers are randomly selected from the case school of a county in Qiandongnan Miao Dong Autonomous Prefecture of Guizhou Province to test their "teachers’ information literacy level".The results show that the refined "teachers’ information literacy level" measurement model has good reliability and validity;3.The results of the two "teachers’ information literacy" tests show that(1)The improvement of information literacy of schoolteachers in ethnic areas can be divided into three categories: the first is that teachers have job burnout,they are aged or lack of inner motivation,and do not want to improve.The second kind of teachers want to improve,but there is no condition to improve in ethnic areas,lack of hardware or no condition to learn information technology.The third is that teachers have enough learning motivation and there is external conditions for improvement.(2)The common problems of teachers’ information literacy in ethnic areas are lack of information tool knowledge,lack of information and communication technology tool knowledge,teachers are unable to integrate ethnic culture into teaching.Teachers Lack the ability of classroom organization to integrate of information technology and teaching content.(3)The premise is to improve teachers’ information literacy.There are three realms in the development of teachers’ information literacy: natural realm,introspective realm and awakening realm.The key to develop teachers’ information literacy is to stimulate the transformation of teachers from the natural realm to the awakening realm.5.The research on the influencing factors of teachers’ information literacy in ethnic areas shows that teachers’ self-efficacy and other factors have a fundamental impact on the development of teachers’ information literacy in Qiandongnan Miao and Dong Autonomous Prefecture,Guizhou.(1)From the perspective of teachers’ internal factors,teachers’ self-efficacy is the fundamental factor affecting teachers’ information literacy level in ethnic areas;teachers’ TPACK level is the core factor;teachers’ attitude is the key factor.(2)From the external environmental factors,the policy of provincial schools is the policy factor;the parent factor is the support factor;the student factor is the interaction factor;the resources such as hardware and software network are the environmental factors.6.To sum up,there are two ways to improve the information literacy of teachers in Qiandongnan Miao and Dong Autonomous Prefecture,GuizhouFirst,"external endowing" : education administrative departments and schools need to pay attention to the evaluation and support of teachers’ information literacy development to further improve various systems and evaluation standards.Strengthen the training effect of teachers,give teachers practical support of information technology and subject integration.The society needs to support the development of teachers’ information resources from the aspects of funds and software.Secondly,"internal acceptance”: Give teachers professional guidance and promote teachers’ deep understanding of the integration of information technology and curriculum and implement in teaching piratically.Promote the information literacy of primary and secondary school teachers in ethnic areas from the natural realm to the awakening realm,so as to self-development and self-cultivation.