Research On Preschool Teachers' Information Technology Application Ability Under The Background Of Education Informatization 2.0

Today,with the upgrading of education informatization,the "Education Informatization 2.0 Action Plan" and "Opinions on the Implementation of the National Primary and Middle School Teachers 'Information Technology Application Ability Enhancement Project 2.0" and other documents put forward new requirements for teachers' information technology application capabilities,emphasizing that From "Application Driven" to "Fusion Innovation".Kindergarten teachers are the main practitioners of pre-school informatization teaching,and their ability to apply information technology directly affects the quality of pre-school education.This study takes urban and rural preschool teachers in three prefecturelevel cities in Anhui Province as research objects,and conducts a research on the information technology application ability of preschool teachers under the background of Educational Informatization 2.0.It aims to reveal the status quo,identify problems,and propose coping strategies.First,by analyzing and summarizing the current research on preschool education informatization,combined with the background of the era of education informatization 2.0,referring to the "Information Technology Application Ability Standards for Primary and Middle School Teachers(Implementation)" and "Anhui Province Primary and Secondary School Teachers' Information Technology Application Ability Enhancement" "Implementation Opinions of Project 2.0" form an index,and develop a questionnaire and interview outline for preschool teachers' information technology application ability in the context of Educational Informatization 2.0.Subsequently,a questionnaire survey was conducted among preschool teachers in three prefecture-level cities,and interviews were conducted with 6 preschool teachers of different regions,different teaching ages,and different characteristics.Secondly,the basic situation of preschool teachers,information technology application ability,background variables of preschool teachers and interview results were analyzed.It is found through analysis that the information environment of kindergartens basically meets the standards;the preschool teachers 'information technology application ability is basically qualified,and the five dimensions are unevenly developed;the preschool teachers' education age,education level,and urban-rural differences are the main factors affecting the information technology application ability.Thirdly,a summary analysis of the status quo reveals that there are currently six major problems in the ability of early childhood teachers to use information technology: failure to achieve the "three-way use of the three links and two platforms";only at the "application" level,uneven development in all dimensions;information technology operations Ability is low;elderly,rural preschool teachers have poor application ability;lack of motivation to improve.Based on the analysis of the problems existing in the current situation from the perspectives of the preschool teachers themselves,kindergarten and society: the concept of informatization teaching for preschool teachers has not been completely changed,the "Internet + education" platform has not been fully utilized,and the professional identity is low;The basic conditions of kindergarten informatization are difficult to meet the needs of teaching,leaders do not pay attention,and lack of professional information technology personnel;there is a large gap between kindergarten regions at the social level,and there are fewer opportunities for information technology training and different evaluations.Finally,I propose suggestions for the above issues.Infant teachers must adhere to the concept of informatization and change traditional teaching concepts;create "smart" games to support children's teaching with fun;strengthen the application drive and carry out "Internet + education" exploration and application.Kindergartens should be demand-oriented and improve the educational information environment;stimulate internal and external motivations and establish a diversified evaluation mechanism;if necessary,deploy professionals to carry out personalized park-based training.The society should balance the informatization infrastructure and promote the coordinated development of urban and rural preschool teachers;update the future kindergarten teacher training program to continue to stimulate information-based teaching;innovate the training model and carry out hierarchical training.This research has certain reference significance for the development of early childhood teachers' information technology application ability,and it has practical significance for promoting the sustainable development of preschool education informationization in the era of education informationization 2.0.