On The Status Of Primary School Teachers’ Informatization Teaching Ability In Remote Mountainous County

Teachers’ high-level informatization teaching ability is a booster to promote the integration of education and information technology in the era of informatization 2.0.It is not only a practical demand for breaking the imbalance of high-quality education supply,but also an important carrier for optimizing the level of teachers and improving teaching effects.Teachers’ informatization teaching ability is like the distribution of educational resources,and they do not have homogeneity and equivalence on the whole,showing a“ center-marginalization ”trend.For teachers in remote mountain areas,their informatization teaching ability is often unskilled and not superb.Exploring the informational teaching ability,influencing factors and improving paths of teachers in remote mountainous areas is the inevitable focus of promoting equalization of public education services and high-quality and balanced development.Based on the perspective of high-quality and balanced development of compulsory education,the study takes teachers’ informatization teaching ability as an entry point,sorts out the connotation and structure of informatization teaching ability of elementary school teachers in poor mountainous areas,compiles informatization teaching ability and influencing factors questionnaire,and tests its reliability and validity.Through a formal questionnaire to survey the situation of informatization construction and the balance of teachers’ informatization teaching ability in remote mountainous counties,analyze the level of teachers’ informatization teaching ability under different demographic variables,and carry out regression analysis on the influencing factors to explore its mechanism of action.According to the survey results,a precise improvement strategy was summarized,which promoted the process of education informatization in remote mountain areas and promoted the high-quality and balanced development of compulsory education in counties.The conclusion of the study is as follows:1.The informational teaching equipment of the primary schools in county towns and township central schools in poor mountainous area is relatively complete,but there are "heavy investment,low maintenance" and lack of the professional personnel situations.Rural areas still face problems such as weak infrastructure,lack of platform resources,and insufficient preparation of teachers’ information-based teaching abilities.2.The overall information-based teaching ability of elementary school teachers in C County is at a medium level,and there is still much room for improvement.There are significant differences in elementary school teachers’ informatization teaching abilities in terms of gender,age,teaching age,job title,and school type,and there are no significant differences in the main teaching subjects and teaching grades.we should focus on precise training at different levels.3.The balanced development of elementary school teachers’ informatization teaching ability in C County is affected by self-efficacy,technology perception,application atmosphere,and environmental support.Self-efficacy and technology perception have a significant impact on technological literacy;self-efficacy,technology perception and application atmosphere have a significant impact on instructional design and implementation;technology perception and environmental support have a significant impact on teaching evaluation and diagnosis;teachers ’self-learning and development are affected by self The four influencing factors of efficiency,technology perception,application atmosphere,self-learning and development are significantly affected.The high-quality and balanced development of compulsory education in impoverished mountain areas is a dynamic and complex system.From the optimization of the top-level design,we can draw a blueprint for high-quality and balanced construction of compulsory education informatization in counties,improve the construction of informatization infrastructure,and promote the process of education informatization as a whole.The balanced development of teachers’ informatization teaching ability can be started by carrying out classification training based on big data technology and constructing a path to improve the precision of informatization teaching ability.At the stage of technical literacy training: awakening teachers’ endogenous initiative;at the stage of informatization teaching design and implementation training:establishing a cluster collaborative development mechanism;at the stage of informatization teaching evaluation and diagnosis training: attaching importance to the support of the school environment;self-learning at informatization teaching And development training stage: establish lifelong learning concept.Through coordinated advancement in various aspects,the level of teachers’ information-based teaching ability will be improved precisely,the quality of teachers will be optimized,the quality of education will be improved,the high-quality and balanced development of compulsory education in counties will be promoted,and education fairness will be promoted.