Research On Present Situation And Countermeasures Of Teachers’ Information Technology Application Ability Based On Developmental Measurement Data

Promoting educational reform,speeding up the process of educational informatization and realizing educational modernization is an important project of current and future education.The key to the deep application of educational informationization lies in the level of teachers’ informationization teaching.Therefore,the ability of teachers to apply information technology has become a hot issue concerned by the majority of educational researchers.At present,the research on teachers’ information technology application ability focuses on the macro-level analysis,including teachers’ information technology standards,influencing factors and teacher training mode.In empirical research,most of the research methods adopted by scholars are literature analysis and questionnaire survey;secondly,the sample size is small,most of them are teachers in a certain area or school.Therefore,there is an urgent need in the field of education to conduct more accurate and effective research on teachers’ information technology application ability in a wide range of fields.Based on the provincial perspective and the scientific research concept in the era of big data,this study takes the two-year full data of teachers’ developmental assessment in primary and secondary schools in Zhejiang Province as the computational category,and on the basis of literature research,uses descriptive statistics,multivariate statistics,independent sample T-test,single factor analysis and other analytical methods to study the current situation of teachers’ information technology application ability in primary and secondary schools in Zhejiang Province.Firstly,the connotation of developmental assessment and the theory of man-machine dialogue are introduced.Then,the data collected from developmental assessment are analyzed by SPSS,MATLAB and EXCEL.According to the analysis results,the basic situation of teachers’ developmental assessment in Zhejiang Province and the six dimensions of "technical literacy" and "plan" of different cities,disciplines and sections are summarized.The differences with preparation,organization and management,evaluation and diagnosis,learning and development,and information-based instructional design are summarized,and the existing problems of teachers’ information technology application ability in primary and secondary schools in Zhejiang Province are analyzed.Finally,in view of the existing problems,this paper puts forward some countermeasures to improve the information technology application ability of primary and secondary school teachers in Zhejiang Province and even the whole country.The research finds that:(1)On the whole,the attitude of primary and secondary school teachers to information technology application teaching in Zhejiang Province has improved significantly,but the overall situation of teachers is still not ideal,which can improve the space;the development of five dimensions of ability is not balanced,while the ability of technical literacy is the weakest;the ability of information-based instructional design is not up to the standard;and some teachers’ attitude is not correct.(2)In terms of regional differences,teachers’ information technology application ability in northeastern Zhejiang is better than that in central and Western Zhejiang;teachers’ information technology application level in prefectures and cities is positively correlated with per capita GDP;teachers’ information technology application level in the region is more balanced,but there are significant differences among regions.(3)In terms of subjects and sections,primary school teachers have the strongest ability to apply information technology,while kindergarten teachers are the weakest;science teachers have the strongest ability to apply information technology than liberal arts teachers;primary school science teachers have the highest ability to apply technology,while primary school language teachers have the lowest ability to apply information technology.(4)In the batches of evaluation,the overall information technology application ability of teachers has no significant difference,but there are significant differences in each dimension.The information technology application ability of science teachers in different batches fluctuates greatly.