| The Standard of Teachers' Ability of Applying Information Technology in Primary and Secondary Schools(Trial)(2014)points out that the information technology application ability of primary and secondary school teachers should be improved comprehensively to promote the in-depth integration of information technology and teaching..The Action Plan for Education Informatization 2.0(2018)also further emphasizes the importance of the integration of information and classroom teaching,requiring primary and secondary school teachers not only to acquire information literacy,but also to be skilled in the application of information technology.Therefore,the cultivation and promotion of information technology application ability of primary and secondary school teachers,especially of high school teachers,is of vital importance,but there are still many unsatisfactory aspects in the application of information technology for high school teachers.In view of this,this paper focuses on the current situation of high school English teachers' information technology application ability.The research perspective is divided into five dimensions according to The Standard of Teachers' Ability of Applying Information Technology in Primary and Secondary Schools(Trail)(2014),namely,information technology literacy,the planning and preparation capability,the organization and management capability,the assessment and diagnostic capability,the learning and development capability.The research participants were 108 English teachers from 5 senior high schools in Yantai.Through questionnaires and interviews,the author studies the following five questions: 1.What is the general situation of information technology literacy of senior high school English teachers? 2.What is the planning and preparation capability of senior high school English teachers in the process of applying information technology? 3.What is the organization and management capability of senior high school English teachers in the process of applying information technology? 4.What is the assessment and diagnostic capability of senior high school English teachers in the process of applying information technology? 5.What is the learning and development capability of senior high school English teachers in the process of applying information technology?With the keyword search function of the Questionnaire Star and the analysis of the collected data by SPSS 17.0,the author found that the information technology literacy of Yantai senior high school English teachers was in urgent need to be improved,and their information technology literacy was still at the level of development ranging from primary to intermediate.Secondly,in the planning and preparation stage,more than 50% of teachers would consciously search and integrate teaching materials through the Internet,but the use of teaching software was relatively simple,rarely involving QQ video,audio-visual,super video,etc.Teachers' ability to use information technology was far from being proficient,independent and innovative.Thirdly,in the stage of organization and management,senior high school English teachers can't reasonably give every student the opportunity to use digital resources;teachers' subjective awareness of using social tools such as QQ group,WeChat group to establish communication group to assist English classroom teaching is not strong enough.Fourthly,in the stage of assessment and diagnosis,high school English teachers mostly evaluated the effect of information technology in classroom teaching from the perceptual level,so the evaluation and feedback were so simple and superficial that they did not deeply investigate the deep-seated things,for example,teachers did not work out teaching evaluation scheme and technology assessment tool,and didn't set up the electronic archives for students,etc;high school English teachers' assessment of the application of information technology in the classroom was mainly summative assessment,with students' mid-term and final examination results being practical and operational assessment tools,coupled with personal perceptual experience,while diagnostic assessment and procedural assessment were completely ignored.Finally,in the stage of learning and development,more than 85% of senior high school English teachers realized the great role of information technology in their professional development,and had the consciousness of using information technology actively to promote self-reflection and development.However,the channels and methods of self-learning and development ability were relatively simple.In view of the above findings,the author puts forward suggestions from the three levels of education administrative department,schools and teachers in order to promote the further improvement of high school English teachers' information technology application ability. |
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