Research On The Information Teaching Ability Of International Chinese Teacher

Aiming at the widespread use of information technology in classroom teaching,this paper selects international Chinese language teachers as the main body of research,using literature method,questionnaire survey method and interview method,and based on TPACK theory and related standard documents to study its information teaching ability.This article is divided into six parts.The first part is the introduction.It mainly introduces the research purpose of the thesis,sorts out the connotation of informatization teaching ability and relevant research status at home and abroad,elaborates the three research theoretical foundations and three research methods of the thesis,and discovers teacher information in the process of reviewing the literature.The research results of the teaching ability of chemistry continue to be enriched,but the research still has many limitations,which need to be further explored.In the second part,after interpreting the relevant standards of the teaching ability of international Chinese teachers and expounding the new requirements for the ability of international Chinese teachers in the information age,the conclusion is that international Chinese teachers need to develop the general trend of information teaching ability,and then the demonstration Based on the feasibility of the TPACK framework theory as a research theory,and based on this framework theory,combined with the relevant standards of international Chinese language teachers and the relevant documents of information technology teaching issued by the Ministry of Education,an attempt was made to construct the information-based teaching ability structure that international Chinese teachers should have,Summed up the structure map of the informatization teaching ability of international Chinese teachers.The third part introduces the design and implementation process of questionnaire surveys and interviews.The questionnaire survey part includes the selection of survey objects,survey tools,survey design and implementation.In addition,validity and reliability tests are carried out before the questionnaire is officially issued.The interview part includes Selection of interview objects,design and implementation of interview content.The fourth part is the analysis of questionnaire survey results and interview results.With the help of Excel and IBM SPSS Statistics data analysis software,it is mainly from three perspectives: the basic information of the survey object,the seven-dimensional knowledge of TPACK,the correlation between the knowledge of each dimension,and the difference in demographic background.Analyze the collected questionnaire survey data,record and analyze the results of the four interviews by means of voice interviews and transcriptions,and finally summarize the analysis results,presenting the level of international Chinese teachers’ information teaching ability and existing problems.The fifth part puts forward five suggestions to improve the ability of international Chinese teachers based on the analysis results.The sixth part is the conclusion,which summarizes the research conclusions of the thesis,expounds the innovations of the thesis,and reflects on the deficiencies in the writing of the thesis.Through questionnaire survey and interview analysis,the conclusions of international Chinese teachers’ informatization teaching ability level are concluded: the overall ability of teachers is not high and the level of difference between teachers is large;teachers’ informatization teaching knowledge reserves are insufficient,and the lack of technical knowledge is most obvious,including general technical tools It is worth noting that the knowledge reserve of technical teaching method has the greatest impact on teachers’ informatization teaching ability;teacher demographic background affects informatization teaching ability,teaching age,specialty,and related Curriculum study and training experience has the most significant impact;teachers’ informatization teaching design,implementation,monitoring,and evaluation comprehensive operational capabilities are relatively low,among which teachers’ awareness of informatization teaching monitoring and evaluation is weak.