Research On The Information-based Teaching Ability Of The Geography Teachers In Senior High Schools

The arrival of the digital age in the 21 st century has transformed the standards of talent cultivation at home and abroad,and information literacy has become an important indicator.In high school geography,the status of information technology,especially geographic information technology,has been significantly improved.As an important factor in the education system,teachers are the key to the cultivation of talents in the new era.Therefore,high school geography teachers must master information-based teaching ability to adapt to the new requirements of the digital age.According to the existing research at home and abroad,the evaluation of geography teachers' information-based teaching ability has not been paid much attention.In response to the call of national educational informatization,this study focuses on the analysis of high school geography teachers' information-based teaching ability and influencing factors,in order to provide a basis and reference for the information-based teaching research which focuses on a specific subject and scientific cultivation of high school geography teachers' informationbased ability.This study uses three methods,including literature research,interview and questionnaire survey.Firstly,through the literature review and the translation and analysis of the standards related to the information-based teaching ability at home and abroad,the components of the ability are extracted.Some teachers are interviewed to obtain possible influencing factors.Based on this,the model of high school geography teachers' information-based teaching ability and influencing factors is established.Secondly,according to the model,the high school geography teachers information-based teaching ability assessment scale is compiled.After that a test is conducted.Based on the collected data,project analysis,reliability test and validity test are carried out.The suitability of the model and the reliability and validity of the questionnaire have been verified.Thirdly,the questionnaire is formally tested in Shanghai,and the data are analyzed as a whole,as well as the differences among groups and influencing factors.Finally,according to the results which are mentioned above,some strategies to improve the information-based teaching ability of high school geography teachers are put forward.Research conclusions:The model of high school geography teachers' Information-based teaching ability and its influencing factors is reasonable and reliable.The reliability and validity of the self-designed scale are acceptable.The information-based teaching ability of geography teachers in Shanghai high schools is at a medium level on the whole,and consciousness and ability are obviously disconnected.The information-based teaching ability and each dimension show different degrees of difference in the variables of gender,teaching age,professional title and educational background.There is no significant difference between geography teachers of different majors.Five possible influencin g factors all have effects on the information-based teaching ability,among which the frequency of technology resources use,the frequency of training participation and the self-efficacy are particularly significant.Based on the above,this study proposes five promoting strategies: "enhancing technical confidence,increasing frequency of use","improving hardware environment,stimulating active exploration","optimizing training mechanism,meeting training needs","broadening teaching and research channels,promoting resource sharing","establishing evaluation system,increasing exhibition opportunities".