Current Situation And Existing Problems Of Online Teaching In Primary And Secondary School During The Epidemic

As a new teaching mode,network teaching has the advantages of breaking the space confinement,spreading widely and changing information quickly.In the spring semester of 2020,the outbreak of COVID-19 caused primary and secondary schools to fail to open normally.Instead,online teaching was adopted as an alternative strategy,and thus online teaching was implemented on a large scale and for a long time in primary and secondary schools.In this context,the importance of network teaching in primary and secondary education and teaching gradually highlighted,the integration of network teaching and offline teaching has become an inevitable trend.In order to study the current situation of online teaching of primary and secondary school teachers during the epidemic,the author sorted out the relevant research status and theoretical basis at home and abroad,and proposed the influencing factors of teachers’willingness to use online teaching based on the technology acceptance model(TAM):Perceived ease of use,perceived usefulness,TPACK and computer self-efficacy,primary and secondary school teachers in network teaching is constructed using intend to research model and research hypothesis,design the primary and secondary school teachers in network teaching status quo of questionnaire,investigation and data analysis,using SPSS 22.0 software has carried on the descriptive statistics to the survey data and variance analysis,correlation analysis and multivariate linear regression analysis.The results show that teachers with more than 10 years of teaching experience and senior titles have low levels of perceived ease of use and computer self-efficacy.Teachers with college degree or below has lower computer self-efficacy.Primary school teachers are more willing to use network teaching than junior middle school teachers.There was no significant difference in each dimension between teachers of different urban and rural locations.There was a positive correlation between willingness to use and four variables:usefulness,ease of use,TPACK and computer self-efficacy.Perceived usefulness had the greatest influence on teachers’ willingness to use network teaching(0.549),followed by teachers’ computer self-efficacy(0.122).At the same time,in order to make up for the special phenomena that may be overlooked by traditional quantitative research methods,the case analysis method is adopted.Xiangyang High-tech Zone,where the author works,is selected as the case area.From the perspective of actors,in-depth analysis is made from the organizational level,environmental level and teaching level:At the organizational level,the online teaching in this region is in good order,but there are some problems,such as online and offline teaching,compulsory clocking,and lack of hierarchical teacher training.On the environmental level,schools have certain hardware and software foundation,but rural students lack terminal equipment and network conditions,some of the teaching platform provided by no one.At the teaching level,teachers’ ability to design interactive content and use technology needs to be improved.According to the above research results,the following four problems are found in the current network teaching:teachers’ information literacy needs to be improved,relevant training is not targeted,teaching platform and resource construction is not perfect,and hardware conditions are not enough prepared.In view of the problems existing in the network teaching in this study,the corresponding strategies to promote the development of network teaching are put forward:First,motivate motivation and innovation training to improve the information literacy of teachers.The second is to pay attention to the individual needs of teachers and explore new ways of teachers’self-adaptive professional development.Third,speed up the co-construction and sharing of high-quality teaching resources and the cooperative teaching of teachers in the service area.Fourth,families and schools should concentrate their efforts to accelerate the construction of teaching and learning terminal equipment and network conditions.It has a certain reference value for the integration of online and offline teaching and the development of educational informatization in the post-epidemic era.