Research On The Development Of Information Literacy Of Teachers In Primary And Secondary School In Chongqing Under The Background Of ICT In Education

The Outline of the National Program for Medium and Long-term Educational Reform and Development(2010-2020 Years)clearly indicates that information technology has a revolutionary impact on the development of education,and it should be paid great attention to.Since the 1990 s,a series of major projects and policy measures implemented by the state have laid a solid foundation for the development of ICT in education in China.At the same time,some achievements have been made in the modernization project in education of our country.But teachers in primary and middle schools,especially teachers in western cities,lack of a deep understanding of information literacy.Based on this,this study focuses on primary and secondary school teachers in Chongqing,a representative city in the west,and investigates the current situation of teachers’ information technology literacy.This study selected in-service teachers in primary and secondary schools in Chongqing as the research object.Considering the developmental nature of teachers’ information literacy,a three-stage localization questionnaire was designed based on the six dimensions of the third edition of UNESCO ICT Competency Framework for Teachers(2018).In the process of implementation,the questionnaire is first modified and perfected through small-scale pre-survey,and then a large-scale formal investigation is carried out by questionnaire survey.Finally,descriptive statistical analysis,reliability and validity analysis were conducted on the data.Through the questionnaire,we can understand the basic situation of teachers’ information literacy in primary and secondary schools in Chongqing,and through the interview method,we can deeply understand the reasons for the lack of teachers’ information literacy,and put forward the corresponding promotion strategies.The results of information literacy survey of primary and secondary school teachers in Chongqing indicate that primary and secondary school teachers’ information literacy has gained a relatively solid ground,but further improvement is a must.No significant differences have been found in regions,educational background,teaching years and professional titles among the teachers.Yet there are pronounced differences among teachers in regard of sex,age,school type,teaching subjects and study period.Among the six horizontal dimensions,teachers do not perform well in the understanding of ICT in education,and among the three vertical levels,teachers score the lowest in the level of knowledge innovation.Based on the questionnaire analysis and interview results,this paper summarizes the problems that primary and secondary school teachers meet in Chongqing and the causes into four parts: teachers lack of the awareness to actively understand the informationization policy;teachers’ burnout has led to a resistance to new technology;the application of information technology lags behind in terms of subject integration and teachers lack of the ability to apply information technology in a more creative manner.Through the analysis of the problems and causes,this paper puts forward some strategies so as to improve the information literacy of teachers in both primary and secondary schools in Chongqing: further establish and perfect the management system of deep integration in education and information technology;enhance the corresponding training for teachers’ information technology application as well as innovation ability;create a smart campus and culture in line with the information age;and found and improve the platform and database of teacher education and teaching resources.