Research On The Cultivation Of Innovative Literacy Of Higher Vocational Teachers' Information-based Teaching

At present,our country proposes to build teaching innovation teams in vocational colleges,so as to greatly improve the innovation ability,comprehensive quality and specialization level of teachers.It is an inevitable trend for the higher vocational teachers to undertake ICT-enabled teaching reform and innovation.Therefore,it is not only of theoretical significance,but also of practical value to study the cultivation of ICT-enabled teaching innovation competencies and to enrich the professional development theory of higher vocational teachers.The purpose of this research is to solve the practical problems faced by the front-line higher vocational teachers in the cultivation of ICT-enabled teaching innovation competencies,and construct corresponding theory to enrich professional development achievements of higher vocational teachers.Therefore,after comparing various approaches in qualitative research,the grounded theory is selected.According to the norms,the research process of this study is not a linear pattern.It is a process of continuous comparison,circulation and concentration that selecting research objects,collecting and analyzing research data.The researcher combs the existing literature.Based on the analysis of the competency requirements of teaching innovation,the practice of teaching innovation,the achievements of teaching innovation,and the environment of teaching innovation,this research forms the corresponding conceptual framework,and the interview outline and observation outline are designed accordingly.The researcher has contacted the front-line higher vocational teachers by theoretical sampling,and mainly collecting the interview data,teaching plan,teaching video,observation of on-site ICT-enabled teaching training,and the interview data of higher vocational students.In the research,ethical standards are observed and validity threats are dealt cautiously.By micro analysis,memos,charts,continuous comparison and other analysis strategies,this research constructs the core category through the detailed three-level coding: the cultivation of ICT-enabled teaching innovation competencies of higher vocational teachers.Based on the results of coding as well as the elaboration of chapters four,five and six,this research has finally constructed a cultivation model of higher vocational teachers' ICT-enabled teaching innovation competencies.Firstly,the cultivation of ICT-enabled teaching innovation competencies of higher vocational teachers is influenced by environmental factors,which includes learning needs of higher vocational students,the innovative atmosphere of higher vocational colleges and the macro environment of higher vocational education.The development policy of national higher vocational education,working environment of higher vocational education colleges,attention degree of leaders and the degree of capital investment are the external factors affecting the development of ICT-enabled teaching innovation competencies.However the root cause and ultimate goal of the development of higher vocational teachers' ICT-enabled teaching innovation competencies are the students who are characterized by great learning differences,weak foundation,lack of self-confidence,desire to get attention,being competitive,preference for learning by doing and interaction,and disinclination for theoretical knowledge.Secondly,the cultivation of ICT-enabled teaching innovation competencies of higher vocational teachers is phased.Although the basis of higher vocational teachers is different,they generally need to go through several stages: accumulating competencies in trying,cultivating competencies in solving obstacles,establishing competencies in routine,and imparting experience after becoming an expert.From the phase of trying,higher vocational teachers have shifted from bystanders to participants,finding problems,solving problems and cultivating competencies.With the continuous problem-solving,higher vocational teachers have acquired initial achievements in ICT-enabled teaching innovation,and will further expand the scope of ICT-enabled teaching innovation according to the learning needs of students,realizing the normalization of ICT-enabled teaching innovation and competencies cultivation.Finally,these ICT-enabled teaching innovation experience will be shared and promoted by higher vocational teachers who have grown up to be experts.Thirdly,the cultivation content of ICT-enabled teaching innovation competencies of higher vocational teachers includes: 1.higher vocational teaching competencies(education theoretical knowledge,instructional design ability and teaching experience);2.professionalism(professional quality and post competence);3.information competencies(information skills,problem solving,information thinking);4.integration competencies(integration of teaching and working,integration of teaching and certificates,and integration of teaching and skills);5.learning competencies(self-learning and guiding students to study independently);6.personal traits(interpersonal skills,research spirit and innovation ability).Combined with the discussion of "double-competency" teachers in existing literature,this research finds that the ICT-enabled teaching innovation competencies of higher vocational teachers correspond with "double-competency" to some extent.Therefore,the researcher believes that the ICT-enabled teaching innovation competencies of higher vocational teachers are the further development of "double-competency".Higher vocational teachers need to become "double-competency" teachers with profound teaching theory and practice,and realize the integration of teaching and working,integration of teaching and certificates,and integration of teaching and skills,so as to improve the ICT-enabled teaching.Finally,the higher vocational teachers who have cultivated the ICT-enabled teaching innovation competencies have yielded practical results.In terms of teaching objectives,higher vocational teachers pay attention to cultivate craftsmen,including the development of students' craftsmanship,ingenuity and spirit.In the teaching process,theoretical teaching and practical teaching are combined by the flipped teaching process and the nested teaching mode.In terms of teaching resources,"theoretical","real" and "virtual" resources are used,incorporating "theoretical" resources in line with national and industrial standards,"real" equipment and prototype,and "virtual" micro lecture,learning platform and virtual simulation.In teaching evaluation,a comprehensive and systematic method has been formed to pursue scientific evaluation.This research believes that the cultivation of ICT-enabled teaching innovation competencies of higher vocational teachers needs external support.Therefore,it is essential for the country or higher vocational colleges to provide targeted training and create appropriate teaching innovation atmosphere to support,encourage and guide the higher vocational teachers to improve competencies.Higher vocational teachers engaging in ICT-enabled innovation need to get rid of teaching presuppositions,adjusting teaching and finding solutions by means of ICT based on the actual problems in teaching and learning.