Research On Data Literacy Of Primary And Secondary School Teachers Under The Background Of Big Data

Big data technology has promoted the development of education informatization and formed an intangible wealth in the education field.Mining the hidden value of massive data in the intelligent education environment is conducive to the development of education and even human society.How to use a variety of platforms and tools to obtain valuable education data,how to correctly handle,in-depth interpretation and use these data to improve teaching practice,all require teachers to have the professional quality of using data to improve teaching,that is,teachers' data literacy.Teachers' data literacy is a new requirement for teachers' professional development under the background of big data,and it is also one of the essential core literacy of teachers under the background of big data.This study mainly uses the methods of literature analysis,comparative research and questionnaire survey to study the current situation of data literacy ability of primary and secondary school teachers in China,which provides reference for primary and secondary school teachers to improve teaching based on data,promote professional ability development,and promote the process of data literacy education practice of primary and secondary school teachers in China.Based on the research of relevant literature,this paper first explains the background,necessity and significance of data literacy research,combs the related concepts of data literacy,and defines the connotation of teachers' data literacy in the context of big data.The main ability elements of teachers' data literacy are constructed by the method of induction and summary,which are data knowledge,data skills,data application and data awareness attitude.Through the design and distribution of questionnaires,this paper investigates and analyzes the current situation of data literacy ability of primary and secondary school teachers in China,and finds that the overall ability of data literacy of primary and secondary school teachers in China is weak,data awareness and knowledge are weak,data skills and data application ability are insufficient,and there are some differences in the dimensions of data literacy ability among different ages,genders and educational levels.This paper also studies the current situation of foreign education practice,and draws on the successful experience of foreign countries.Finally,combined with the results of questionnaire survey and foreign experience,it puts forward three aspects: providing the basic conditions for the development of primary and secondary school teachers' data literacy,building the basic path for the development of primary and secondary school teachers' data literacy ability,and realizing the basic goal of theprofessional development of primary and secondary school teachers' data literacy Face to face the development strategy of data literacy of primary and secondary school teachers in China.Under the guidance of educational information theory,data-driven decision-making theory and education related theory,this paper systematically analyzes the value and challenge of developing primary and secondary school teachers' data literacy under the background of big data from the perspective of pedagogy and management,which is helpful to deepen the scientific understanding of primary and secondary school teachers' data literacy education and management,and improve the ability level of primary and secondary school teachers' data literacy to improve the quality of education in China.