Research On The Status Quo And Strategies Of Rural Junior Middle School Teachers’ Information Literacy In The Era Of Educational Informationization 2.0

2018 is a major turning point in the development of educational informatization.The Ministry of Education has issued relevant documents to declare the arrival of the Era 2.0,which provides a good opportunity to realize modern education.In this context,teachers must keep the pace with the times and take the initiative to achieve the all-round development of information quality.At present,rural education has always been an important section affecting China’s educational development.As the soul disseminator of rural culture,rural teachers’ important mission of the times is to "revitalize the countryside and foster modern rural people".YL County,as a pilot county of Yunnan compulsory education network,has basically completed the full coverage of education information construction network by 2018.The information application ability of rural junior middle school teachers has also been greatly promoted.In recent years,as the information technology Era 2.0 continuously makes progress,rural junior middle school teachers in the county need to promote from information application ability to information quality in a full-round way.In this way,it can not only give full play to the advantages of information construction in the pilot county of education private network,but also play a better demonstration and leading role in the surrounding rural areas by drawing upon the experience gained on key points.This study carries out a targeted general analysis in combination with the survey content,then define the core concepts to further clarify the basic content elements of teachers’ information quality from educational informatization Era 2.0.Secondly,guided by teachers’ professional theory and constructivist learning theory,the survey design is carried out with the full understanding of the close relationship between the five dimensions of information consciousness,knowledge,ability,morality and security and learning based on authoritative standards and the studies of many scholars.Thirdly,267 teachers from three rural junior middle schools in the county are selected as the research objects,to investigate the current situation of rural junior middle school teachers’ information quality from five dimensions.This paper analyzes the reasons from the influencing factors of information quality such as information resources,information demanding degree and information training strength.The data obtained from the questionnaire survey are statistically analyzed by SPSS21.0,in combination with the methods of interview and observation at the same time.The final research conclusion shows that the information consciousness stays in the simple application of technology;The basic information knowledge is scattered,incomplete and unprofessional with poor ability of information acquisition,utilization and operation;The cognition of information morality and security is vague with low self-discipline;No initiative to learn information actively,without scientific research spirit.The root cause of this situation is that the local rural junior middle school teachers split apart the information quality.The main reasons are:orientation is unclear and misplaced information cognition;Related training is just a mere formality,and the study content is lack of pertinence;Failure to fully explore and utilize information resources;No evaluation mechanism for teachers’ information quality;Teachers’ information learning motivation is insufficient with weak sustainability.Therefore,it is the key to promote the full-round improvement of rural junior middle school teachers from information application to information quality.Starting from the weak sections of various elements of rural junior middle school teachers’ information quality,the author integrates the advantages of various elements of information quality and puts forward specific strategies,including clarifying the information orientation and changing teachers’ traditional information cognition;Enhancing the strength on teachers’ information quality training;Improving supporting facilities and optimizing resource allocation;Strengthening teachers’ motivation for information learning and promoting their enthusiasm for learning.