Research On The Adaptability Of Information Technology Teachers In Elementary And Middle Schools Under The Background Of Maker Education

Obama's speech in 2009,“Every student should be a creator,not just a consumer,” is the beginning of the global development of the maker movement.In 2015,Premier Li Keqiang proposed in the government report that "mass entrepreneurship,innovation" has accelerated the development of China's maker movement.In June 2016,the “Thirteenth Five-Year Plan for Education Informatization” promulgated by the Ministry of Education clearly stated that “actively explore the application of information technology in new educational modes such as “Chong chuang Space” and Maker Education,and strive to enhance students' Information literacy,innovation awareness and innovative ability." Today,China's maker education has experienced five years of development.While promoting education reform and innovation,Maker Education also faces enormous challenges,the most serious of which is the lack of faculty.Due to the unique nature of Maker Education,its development requires a multi-disciplinary knowledge accumulation,strong hands-on practical ability and cross-border and integration characteristics of the maker-oriented teachers.The maker-type teacher is the premise and foundation for the realization of Maker education development..From the perspective of teachers in various primary and secondary schools,information technology teachers are more suitable in software and hardware technology,and information technology teachers are marginalized in primary and secondary schools,and their career development is in a bottleneck period.In order to promote the development of Creativity Education in primary and secondary schools and promote the professional development of information technology teachers,the transformation of information technology teachers in primary and secondary schools into Maker teachers has become an effective way.In March 2017,the Shandong Provincial Department of Education issued the “Shenzhen Provincial School Maker Space”.Notice on the Construction of Guidance Opinions,which encourages information technology teachers in primary and secondary schools to take the initiative to transform and enrich the faculty.Therefore,the adaptability of information technology teachers has become the focus of our attention.Based on the adaptability of information technology teachers in primary and secondary schools under the background of maker education,this paper discusses how the adaptability of information technology teachers in primary and secondary schools in the context of maker education can be transformed into makers.On the basis of reading a large amount of literature and books,this paper discusses the three core concepts of “adaptation,adaptability and teacher adaptability”,and draws on the existing theories and research to construct the adaptability of information technology teachers in primary and secondary schools under the background of maker education.Theoretical framework.Then use the questionnaire survey method and interview method to design the questionnaire and interview outline,and prepare the information technology teacher adaptability questionnaire from the five dimensions of teacher concept,teacher attitude,teacher behavior,teacher knowledge structure and teaching support environment.Information technology teachers in primary and secondary schools in the province conducted questionnaire surveys and field interviews to understand the current situation of information technology teachers' adaptation in the implementation of maker education.Adaptability research on information technology teachers' Maker education with software SPSS19.0.Including: descriptive statistical analysis methods for five first-level indicators;independent sample T test and one-way ANOVA for different types of information technology teachers to adapt to the adaptability of maker education;changes in teaching behavior of information technology teachers the relationship between teacher philosophy,teacher attitude,teacher knowledge structure and teaching support environment is analyzed by correlation analysis and multiple regression analysis.Finally,according to the status quo of adaptation,suggestions for improving the adaptability of information technology teachers are proposed.The research conclusions show that:(1)The five indicators generally show a state of basic adaptation,fully demonstrating that information technology teachers have the ability to transform,but there is still a gap between the ideal state and there is room for improvement.Comparing the five indicators,the average scores of the five first-level indicators from low to high are “teacher concept”,“teaching support environment”,“teacher behavior”,“teacher attitude” and “teacher knowledge structure”.This shows that in the process of the development and implementation of Maker Education,the adaptability of the teaching philosophy,teacher behavior and teaching support environment for implementing Maker education is relatively low,which means that the information technology teachers do not know enough about the concept of Maker education,teaching support the environment is not perfect and the teaching behavior is not fully changed.(2)Information technology teachers of different genders have significant differences in the adaptation of the concept of maker education;whether information technology teachers who have participated in the education and training of makers have significant differences in the knowledge structure of teachers;information technology teachers of different ages are in the teaching support environment.There are significant differences in terms.(3)The correlation coefficient between the two first-level indicators of teacher behavior,teacher attitude,teacher concept,teacher knowledge structure and teaching support environment is greater than 0,and the significance test P value is close to zero,indicating the existence Significant positive correlation;this shows that the behavior,attitude,concept,knowledge structure and support environment of information technology teachers in primary and secondary schools are closely related and affect each other.(4)Teacher's personal factors: teacher's knowledge structure,concept,attitude and external factors.The teaching support environment enters the regression model,which indicates that the change of teaching behavior of information technology teachers in the Maker education environment is mainly caused by information technology teachers.Personal factors such as ideas,attitudes,and their own knowledge structures are influenced by external factors.