Research On The Information Literacy Cultivation Strategy Of Rural Primary And Secondary School Teachers ——Take For Example 10 Schools In Province A

The rapid development of information technology has continuously promoted the process of modernization of education,making it more and more closely linked with teachers.The reform of information technology has brought new challenges to teachers,which requires teachers to further strengthen their ability in social responsibility,curriculum teaching,information awareness,etc.The transformation of society’s demand for talents makes it necessary to train new talents for society in the field of education,so that the country can take advantage of the unpredictable world trend.How to improve the overall information literacy of rural areas with the help of information technology is a problem facing the development of rural education at present.It is concluded from many literature that improving the information literacy of rural teachers is its key.Only by improving teachers’ information awareness,knowledge and technical ability can we continuously serve education and teaching,accelerate the pace of educational modernization,and finally realize the improvement of rural overall information literacy.Due to the certain gap between the development of rural areas and cities,the construction of intelligent learning environment,information teaching equipment and excellent teachers in rural schools are insufficient.China’s Education Modernization 2035 points out that it is necessary to accelerate the reform of education in the information age and promote the balanced development of compulsory education in urban and rural areas.It shows that rural primary and secondary education,as China’s basic education,is an important link in realizing educational modernization,and is also an effective way to improve the information literacy of rural students and adapt to new talents in modern society.Therefore,it is necessary to study how to improve the information literacy of rural primary and secondary school teachers.This study takes coping with social changes and accelerating the development of teacher education as the starting point,and has a clear understanding of the background of rural teachers’ information literacy.In order to explore strategies to improve the information literacy of rural primary and secondary school teachers,this paper classifies the research on information literacy,teacher information literacy and rural teacher information literacy from domestic and foreign literature.Emphasis is placed on the analysis of the documents issued by the United States and UNESCO.Combined with the two important documents issued in China on teacher information literacy,it summarizes the content composition of teacher information literacy,and clearly studies the significance of rural primary and secondary school teachers’ information literacy.The research conducted a survey on the current situation of information literacy of teachers in 10 rural primary and secondary schools in province A in the form of questionnaires and interviews.Through sorting out questionnaire data and combined with interviews,it found existing problems,so as to provide a practical basis for the research on the information literacy of rural primary and secondary school teachers.The questionnaire and interviewees are teachers in rural primary and secondary schools and special posts.The survey found that the problems existing in the information literacy of rural primary and secondary school teachers are: the integration of information awareness and information knowledge needs to be deepened;the combination of information and teaching is not close;teachers’ enthusiasm for learning information literacy is low,and information organization and communication ability is weak.The problem.The main reasons for the problem are: teachers are affected by traditional education and teaching;the slow updating of school information equipment;the tilt of local policies varies;the attention of school managers is insufficient;schools have different standards for teacher training;there is a lack of systematic evaluation methods for teacher information literacy;and the rural cultural atmosphere restricts teachers’ information literacy.Exhibition.In response to the above problems,the strategy for improving the information literacy of rural primary and secondary school teachers mainly includes three aspects: the improvement of teachers’ self-development awareness based on the education standard;the construction of a long-term guarantee mechanism based on professional development;and the co-construction of community collaborative education services based on lifelong learning.