Research On Information Technology Application Ability Of Middle School Chemistry Teachers

As the development of the Internet is getting better and better,the change of teaching methods,the diversity of knowledge acquisition methods and the convenience of teachers’ activities under the trend of informatization all have an impact on teaching.Similarly,the information age of education has put forward new requirements for teachers.As a natural subject teacher,chemistry teachers should seize the opportunity in the information age and constantly update the competence level of subject teachers.Going to study the information technology application ability of first-line middle school chemistry teachers,providing the theoretical and practical basis and guidance for the improvement project of middle school chemistry teachers’ information technology application ability in the period when the deployment of education informatization is about to end.The study cuts in from the perspective of information technology application ability and investigates the current status of chemistry teachers’ information technology application ability.Through the visual processing of teachers’ information technology application ability related policy research and related literature,the current research hot spots and research trends are analyzed and predicted.Based on TPACK theory and teacher professional development theory,a questionnaire survey was conducted on 232 first-line middle school chemistry teachers in Shandong Province,and interviews were conducted with four representative middle school chemistry teachers;Practical research is carried out on the five dimensions of teachers’ basic literacy of information technology,information technology pre-curriculum preparation ability,information technology application classroom ability,information technology teaching evaluation ability and information technology life-long learning ability.It is found that the status quo of information technology application ability of middle school chemistry teachers is generally stable,but there are still problems in improving the level.Through research,we can see that middle school chemistry teachers have a better understanding of information technology as a whole,have a higher awareness of the security of information resources,understand new teaching methods,and are familiar with the content of teaching reform.In addition,middle school chemistry teachers have better overall preparation skills for information technology before class,especially in the ability to make courseware for teaching independently.Besides,the overall level of middle school chemistryIVteachers’ information technology application classroom ability is relatively high.The use of information technology to change teaching methods is relatively diverse,and can well deal with the failures that occur in the information-based classroom;However,there are differences in the age of the chemistry teachers in the information-based teaching process regarding the status of the students,6 years Chemistry teachers up to 10 years of age are more active in using information technology to display the results of their students’ chemistry experiments,while teachers aged 11 to 15 years are more concerned about students’ feedback in the process of information technology.At the same time,the trend of middle school chemistry teachers using information technology for lifelong learning is very positive.In the use of information technology for self-reflection and self-improvement,the vast majority of teachers can achieve a level of competence,but in the use of information tools for peer exchange,11 to 20 years of age chemistry teachers are more prominent.It is worth noting that the chemistry teachers of the first-line middle schools are relatively weak in using information technology for teaching evaluation.Although middle school chemistry teachers can design and implement teaching evaluations,there are fewer teachers in the use of online classrooms and teaching evaluation cloud platforms for information-based teaching evaluations,and there are gender differences in teachers;In addition,in the use of electronic files,6 years Chemistry teachers up to 10 years of age are more willing to use the cloud platform to build students’ electronic files.Combining with the existing problems of improving the information technology application ability of middle school chemistry teachers,corresponding strategies are put forward.From the perspective of teachers,we should establish the goal of continuous learning and development,keep up with the times and constantly update our teaching methods and levels,learn new teaching methods in a timely manner,learn from new things,learn useful applications from self-teaching,and continuously improve own ability;From the perspective of the school,we should diversify and provide teachers with the equipment and resources needed for learning,constantly update the school ’s hardware and equipment,encourage teachers to update teaching methods,provide policy support for teachers ’self-development,and provide support for new teaching methods.Providing the support to the experiment,and constantly checking and updating the application of information-based teaching methods and the improvement of teachers’ ability to apply information technology;From the perspective of the chemistry subject,we will continue to explore information-based teaching methods and equipment that are compatible withchemistry teaching in middle schools.In addition,chemical experiments combine virtual simulation and other new information-based teaching methods and information technology methods to improve the information advantages of chemistry.