Research On The Development Of Teachers’ Informational Learning Power

At present,"Internet +" has gradually become a new economic form and has been deeply integrated with various fields of society.As the last barrier of information technology,great changes are taking place in education.The gradual integration of Internet technology and education has completely changed the concept of mass education,school development,classroom teaching and student learning.Under the current situation of "Internet + thinking",the change of teachers’ learning style has become an irreversible trend.If teachers want to develop themselves in the tide of "Internet + education",they must enhance information literacy.Only in this way can they capture useful resources in massive learning resources,change teaching methods,make full use of high quality network teaching resources to enforce mixed teaching,and enhance the level of education and scientific research,so as to cope with the new educational reform brought by "Internet + education".Teachers’ informationized learning power is one of the key abilities of teachers’ professional development in the information age,and an important way to enhance teachers’ Informationized teaching ability.Based on this,this study chooses teachers’ informationized learning power as the research issue.Based on the analysis and existing literature and interviews on teachers’ learning power and teachers’ information-based learning,this study combs out the index system and influencing factors of teachers’ informationized learning power,and finally forms the “Questionnaire on Teachers’ Informationized Learning Power”.The research measures teachers’ informationized learning power from internal driving force,technical force,regulatory force and reflective force of teachers’ informationized learning,and constructs the influencing factors model of teachers’ informationized learning power from the four dimensions of informationized learning material conditions,institutional environment,learning atmosphere and teachers’ professional development identity.Based on the questionnaire survey of 2559 teachers and in-depth interviews with some teachers in China,and the survey data analyzed by SPSS22.0 and AMOS22.0,the main conclusions are as follows: Firstly,the overall level of teachers’ informationized learning power is relatively high(teachers’ professional development needs promote the occurrence of informationized learning behavior;teachers can better apply information technology to change learning styles;in the process of informationized learning,teachers can self-regulate to complete their learning tasks;in the process of informationized learning,teachers have preliminary reflective power,but lack of systematicness).Secondly,there is a "digital divide" in the informationized learning power of different groups of teachers(there are significant differences in the informationized learning power of teachers among different regions,teaching ages and educational backgrounds).Thirdly,many important factors affect the development of informationized learning power at the same time(material condition is still the primary factor affecting the development of teachers’ informationized learning power;professional development identity plays an intermediary role in the development of teachers’ informationized learning power;learning atmosphere plays an indirect effect on teachers’ informationized learning power through professional development identity;there are problems in institutional environment,which weakenthe influence on teachers’ informationized learning power.According to the path coefficients of influencing factors and the results of discussion and analysis,this paper puts forward four strategies to enhance teachers’ informationized learning power from four aspects: material conditions,institutional environment,learning atmosphere and professional development identity.Firstly,we should improve the material conditions for teachers’ informationized learning;secondly,we should build a good institutional environment to improve teachers’ informationized learning power;thirdly,we should establish teachers’ informationized learning community and create a good learning atmosphere;fourthly,we should rethink concept of teachers’ learning with informationized thinking and promote the transformation of knowledge to ability.