Investigation And Research On The Status Quo Of Information Literacy Of International Chinese Teachers

In the context of the digital economy,the development of educational informatization has entered the era of 2.0,international Chinese online teaching is in full swing,and international Chinese education is also facing the challenge of digital transformation."Teacher" is the core of the "three teachings" of international Chinese education,and the level of its own literacy will have a significant impact on the development of international Chinese education.The international situation is turbulent,and international Chinese teachers now have to deal with not only the challenges brought by the change of teaching mode,but also a series of tests brought by digital survival.Therefore,information literacy has become the "biggest variable" to promote teachers’ teaching quality improvement and professional development.The purpose of this paper is to investigate the current situation of information literacy among international Chinese teachers,analyze the existing problems and reasons,and put forward corresponding improvement suggestions.The research content of this paper is based on lifelong learning theory,teacher professional development theory,digital divide theory and digital survival theory,through literature research,questionnaire survey,comparative analysis and other methods to study the connotation,composition and analysis of information literacy of international Chinese teachers.On the basis of the dimension,the current situation of information literacy of international Chinese teachers was investigated,and corresponding countermeasures were put forward for the existing problems.The main body of the thesis mainly includes four parts.The first chapter mainly discusses the core concepts and theoretical basis of the information literacy of international Chinese teachers;the second chapter mainly discusses the theory of the information literacy of international Chinese teachers.Through the analysis of UNESCO’s ICT Competency Framework for Teachers,the European Union’s Digital Competency Framework for Teachers,the International Educational Technology Association of the United States’ National Educational Technology Standards for Teachers,and the Confucius Institute Headquarters and Hanban’s International Chinese Language Teachers Standards",to discuss the analyticaldimensions of information literacy for international Chinese teachers,and then draw on the framework of the "National Educational Technology Standards for Teachers" in the United States,from "learners,communicators,collaborators,designers,facilitators,managers".The information literacy of international Chinese teachers is analyzed from the seven dimensions of “analysers” and “analysts”;the third chapter is mainly to investigate and analyze the current situation of international Chinese teachers ’ information literacy.This research investigates the information literacy of international Chinese teachers through a questionnaire survey.The questionnaire design draws on the American "National Educational Technology Standards for Teachers",and combines the actual situation of international Chinese teaching to localize the standard.The survey results are analyzed;the fourth chapter mainly analyzes the existing problems of international Chinese teachers’ information literacy,and summarizes four suggestions for improvement: improve the professional level of informatization,improve the sensitivity of information security,actively cooperate with various parties,and enhance technical empowerment student ability.