The Impact Of Middle School Chemistry Teachers’ Ability To Apply ICT And Effectiveness Of Interactive Teaching

The rapid development of modern educational technology promotes interactive teaching in form and content to make subtle change. However, it’s not difficult to find that the inefficient interactive teaching still exists. The researches on the influence of the interactive teaching in the information technology environment have shown that teacher is one of the important factors. Refining the teacher factors, the study analyzes the impact of teachers’ability to apply ICT on interactive teaching to improve the effectiveness of interactive teaching.This thesis research questions as follows:(1) What is the connotation and constructionof middle school chemistry teachers’ability to apply ICT? (2) What is the connotation of interactive teaching? (3) What is the development status of teachers’ ability to apply ICT? Will demographic background factors make big difference in teachers’ability to apply ICT? (4) What is the status quo of effectiveness of interactive teaching? Will demographic background factors make big difference in interactive teaching? (5) What is the impact of middle school chemistry teachers’ability to apply ICT and effectiveness of interactive teaching?This research is involved with five parts. Part I is introduction. It illustrated the origin of research questions, significance, research design and methods. Part II is the literature review, illustrated the core concepts of "teachers’ability to apply ICT", "effectiveness of interactive teaching" and so on. Then comprehensive review of the research-related domestic and foreign research. Part III is the research on the impact of middle school chemistry teachers’ability to apply ICT and effectiveness of interactive teaching including illustrating the questionnaire’s preparation, test, formal issue, recovery situation; then analyze the situation of middle school chemistry teachers’ability to apply ICT from the five dimensions of information literacy, design and preparation, organization and management, assessment and diagnosis, communication and learning and test the difference of demographic background factors; describe the situation of effectiveness of interactive teaching from the degree of students’participation and development and test the difference of demographic background factors; analyze the correlation among various dimensions of middle school chemistry teachers’ability to apply ICT and effectiveness of interactive teaching; verify the hypothetical model and test concrete impact relations by path analysis. Part IV is case study on the impact of middle school chemistry teachers’ability to apply ICT and effectiveness of interactive teaching. Choose the same lesson of two teachers as observation cases, then compare the difference between the two teachers in ability to apply ICT and teaching interaction.Part V is the conclusion of this study, inspiration, and innovation and deficiency, the research prospects.The research conclusion of this paper is as follows:(1) The overall development of middle school teachers’ability to apply ICT is in general, information literacy and communication ability better, organization and management capacity at the middle level, design and preparation, evaluation and diagnosis worse. Middle school chemistry teachers’ability to apply ICT has significant differences in gender and seniority which male is better than female, the teachers in more than 10 years of seniority are better than the teachers in less than 3 years of seniority.(2) The state of teaching interaction in middle school chemistry classroom is well, which the degree of students’participation is better and the degree of students’development is poor. Effectiveness of interactive teaching has significant differences in gender, region, school level, degree and teaching experience. The study shows that the male is better than female, the teachers in capital city are better than the teachers in prefecture-level city and county-level city, key schools’ teachers are better than ordinary schools’teachers, teachers with master degree are better than bachelor, the teachers in more than 10 years of seniority are better than the teachers in less than 3 years of seniority.(3) It has shown that the positive significant correlation between teachers’ ability to apply ICT and effectiveness of interactive teaching in the entirety and various dimensions by correlation analysis. It has shown that the three exogenous variables including design and preparation, diagnosis and evaluation, communication and learning have significant influence on autochthonous variable, namely the degree of students’ participation by path analysis. Diagnosis and evaluation has biggest effect on the degree of students’ participation. It also has shown that the four exogenous variables including information literacy, design and preparation, organization and management, diagnosis and evaluation have significant influence on autochthonous variable, namely the degree of students’ development. Diagnosis& evaluation and design& preparation have biggest effect on the degree of students’development.This study provides direction and ideas to enhance effectiveness of interactive teaching. It is specific to the teachers’ ability to apply ICT for the influence of the process and results of teaching interaction. This paper also make several suggestions for middle school teachers’information technology training focusing on improving the diagnosis and evaluation capability. Teachers should using a variety of interactive form in teaching process to enhance the effectiveness of interactive teaching...