Research On The Status Quo Of Rural Teachers’ Information Literacy And The Way To Improve

With the advent of the network and information age,information has become the driving force for social development.The rapid development of the information society has profoundly changed people’s study,work and lifestyle,and at the same time has brought a profound impact on the education field.In the process of education informatization,teachers play a key role,and the comprehensive improvement of teachers’ information literacy has become a focus of attention of the country and society.Based on combing domestic and foreign research results,defining the connotation of teacher information literacy,the structure of teacher information literacy,and the importance of improving rural teachers’ information literacy,this study selected 521 teachers in ten rural schools and two urban schools in F County,Yichun City.Use questionnaire surveys,interviews and other research methods to understand the current situation of urban and rural teachers’ information literacy from the four dimensions of teacher information literacy: information awareness,information knowledge,information ability,and information ethics,analyze the differences in information literacy levels of urban and rural teachers,and reveal the information awareness of rural teachers Uneven strengths,insufficient information and knowledge reserves,weak information integration capabilities,and low information ethics accomplishment.The main reasons for the problems are analyzed inadequate leadership awareness,poorly targeted training,imperfect incentive system,and initiative Weak learning motivation and little cooperation and exchanges between teachers,and then put forward suggestions and countermeasures to improve the information literacy of rural teachers:(1)At the government level:establish a coherent training system for teachers’ information literacy before and after work;increase the maintenance and update of rural campus information equipment;Improve welfare benefits to improve the social status of rural teachers;(2)School level: strengthen school-based training and improve teachers’ information literacy;establish reward and punishment mechanisms to stimulate teachers’ enthusiasm for learning;leaders attach great importance to leading teachers to observe and discuss;(3)teachers themselves Level: change learning concepts,enhance innovation awareness;adjust the rhythm of life,create learning conditions;strengthen cooperation and exchanges,and improve learning effects.