Research On The Evaluation Of Information And Communications Technology Integrated Teaching Literacy Under The Background Of Information-Based Teaching Transformation

The continuous advancement and development of education informatization requires teachers to transform the teaching application of technology from superficial to deep integration,realize the reform and innovation of classroom teaching,and realize the transformation of teachers’ teaching methods and students’ learning methods.Information and communications technology integrated teaching literacy(ICT-ITI)is teachers’ understanding and practical ability to properly use information technology in teaching.It is a comprehensive embodiment of teachers’ teaching ideas and practical skills under the background of informatization.It is a necessary literacy to realize the integration of information technology and teaching.As the guidance of behavior and value,evaluation is the key issue for the transformation and innovation of teachers’ informatization teaching.Evaluating ICT-ITI can provide diagnostic tools and value guidance for teachers’ technical application,promote teachers’teaching reflection,provide decision-making basis for organization and planning for managers,and provide support for teachers’ information-based teaching reform and professional development.This study evaluates the ICT-ITI of teachers according to the needs of teachers’ informationbased teaching transformation.Teaching as a professional practice,the evaluation of teachers’professional degree needs to measure the value of the changes brought about by their behavior,especially in the transition period of teaching,the change of value is a problem that needs to be paid attention to.Therefore,the evaluation of ICT-ITI is not only about teachers’ mastery of technology application proficiency,but also needs to pay attention to the value orientation of teachers’information-based teaching behavior.However,at present,the evaluation of teachers’ information technology and teaching integration ability mainly starts from the perspective of technology,lacks teaching standard and considers the laws and characteristics of teaching transformation.Although the evaluation has implicit value orientation,it is not very targeted and easy to use.It leads to the disconnection between the evaluation of values and the evaluation of teaching behavior.In response to the needs of the transformation of information-based teaching,the research is based on the teaching standard,focusing on the core teaching concept of "learner-centered",conducts research on the connotation of integrated literacy,develops ICT-ITI evaluation tools combined with the relevant theories of pedagogy,psychology and related evaluation tools,and then applies them to teachers’group portraits to analyze the group characteristics of ICT-ITI development,build a long-term development mechanism for ICT-ITI,and assist teachers in the transformation of information-based teaching and the development of professional literacy.The main contents and innovations of the research are as follows:(1)Build a conceptual model of information and communications technology integrated teaching literacyIn order to highlight the characteristics of concept transformation and technology empowerment in the transformation period,and reflect the degree of integration and the tendency of transformed teaching concepts,after sorting out the impact of information technology on the development of teacher literacy and the value orientation of ICT-ITI in the environment of information technology,it analyzes the connotation of ICT-ITI under the background of information technology under the guidance of the "learner-centered" teaching theory.Based on the "incremental theory" of reform and the iceberg structure model of literacy,it proposes two teaching concepts including "teacher-centered"and "learner-centered",as well as "technology-enabled teaching optimization" and "technologyenabled teaching transformation",the conceptual model of teacher ICT-ITI of the two types of technology application behavior.On the basis of the relationship between the two values of "teachercentered" and "learner-centered",as well as the hierarchical characteristics of concepts,teaching design,and teaching activities,the characteristics and structural relationships of fusion literacy are further analyzed,and the connotation of fusion literacy is further elaborated in the comparative analysis of similar concepts.(2)Develop an evaluation scale for information and communications technology integrated teaching literacyIn the process of teachers’ teaching transformation,teaching concepts and values often coexist in multiple ways.Teachers gradually grow up in the contradiction and unity of multiple values,and the coordination of their ideas and behaviors is often a sign of evaluating the success of teachers’transformation and the maturity of their professional ability.Therefore,this study will evaluate the development characteristics of ICT-ITI from the value orientation of teaching concepts,the tendency of technology empowerment,and the coordination between the two.For the development of ICT-ITI evaluation tools,this research is based on the basic characteristics of teaching transformation,according to the consistency and asynchrony of the development of ideas and behaviors,to construct a teacher ICT-ITI development model mediated by methods and strategies,and then propose a hierarchical and grading model.Four-dimensional fusion literacy evaluation model.Then,according to activity theory,constructivist learning theory,and cognitivist learning theory,construct specific measurement models and evaluation indicators,formulate initial scales in combination with relevant research,conduct reliability and validity tests and adjust indicators,and use AHP to analyze the four After weighting each dimension,the measurement tools and calculation methods of fusion literacy were obtained.After the official scale was released,the secondary reliability and validity were tested,and the double-checked fusion literacy scale had good reliability and validity.(3)Applied research on evaluation scale of information and communications technology integrated teaching literacyThe research applies the developed ICT-ITI evaluation tool to the primary and secondary school teachers,obtains the overall characteristics of the development of ICT-ITI,further uses cluster analysis to classify teachers’ groups,divides teachers into four categories:conservative,contradictory,balanced and transformative according to the development characteristics of ICT-ITI,and analyzes the development characteristics of each category of ICT-ITI.This study diagnoses ICT-ITI according to the law of teaching transformation,and builds a group portrait of teachers,which can clearly grasp the position and characteristics of teachers in the process of information-based teaching transformation.Through the scores of various dimensions of ICT-ITI,the value tendency and development degree of different concepts and technology applications during teachers’ transformation can be diagnosed,and through the degree of contradiction between ideas and technology application,the main contradictions in the process of teachers’ development of ICT-ITI and the realization of "learner-centered" teaching transformation can be diagnosed to provide more Accurate,scientific and personalized support.(4)Build a multi-cooperative mechanism for teachers’ professional developmentAccording to the group characteristics of ICT-ITI,the advantages,disadvantages,and differentiated needs of different groups of teachers,a differentiated development mechanism can be formulated,which can more accurately provide personalized support for the development of ICT-ITI.In this regard,this study uses both the literature research method and the interview method to explore the influencing factors and individual needs of the development of ICT-ITI in different groups.Firstly,the historical documents related to the influencing factors of teachers’ information technology application behavior are sorted out,and the main influencing factors are summarized.Then,teachers with different ICT-ITI development characteristics were selected to conduct in-depth interviews to explore the differences in influencing factors and needs of conservative,contradictory,balanced,and transformational teachers’ technology application behavior.Finally,taking the four groups of teacher portraits as an example,a differentiated teacher integration development mechanism is constructed to help the long-term development of ICT-ITI,help the formation of teachers’ professional community,and promote the transformation and innovation of teaching under the empowerment of information technology.