Research On The Information Technology Application Ability Of Rural Primary And Middle School Teachers

The professional quality of rural teachers affects the quality of rural education,and it is important to improve the ability of rural teachers to apply information technology.This study uses the triangular mutual evidence research method to understand the current status and influencing factors of Shanxi Province rural teachers' information technology application capabilities.Based on a questionnaire survey of 521 rural teachers,a case study of a subject teacher,and interviews with 11 rural principals,The conclusions of each empirical study are drawn,and the final conclusions are mutually confirmed,which makes the research results more credible and provides a basis for exploring the practical ways to improve information technology application ability of rural primary and secondary school teachers in China.The research is mainly carried out from the theoretical research and practical exploration.Based on a large collection of literature and interpretation of relevant policy documents,theoretical research has constructed a rural teachers' information technology application ability evaluation index system from three aspects: applied awareness,applied knowledge,and applied ability.The practical research is mainly based on the theoretical research.Through the research methods of teacher questionnaires,interviews with principals and case studies,the validity of the research conclusions is mutually confirmed.The object of the questionnaire survey mainly covers rural teachers in various cities of Shanxi Province.The survey results are statistically analyzed.The overall and internal differences are described and analyzed about the status of rural teachers' information technology application capabilities.The results show:(1)evaluation sample information technology applications Awareness reaches a medium level,applied knowledge reaches a good level,and application ability reaches a pass level(4)Science teachers and arts and sports teachers have higher information technology application ability.(5)Township teachers have higher information technology application ability than rural teachers.this study also conducted a face-to-face interview with rural principals to learn about the current status and existing problems of rural teachers 'IT application abilities,as well as their suggestions and understanding for improving rural teachers' IT application abilities.Based on a questionnaire survey and the principal's perspective,through a case study of a rural teacher,it is concluded that the ability of rural teachers to use information technology is in the initial stage of integration and has not yet reached the innovation stage.Through questionnaire surveys,interviews with principals,and teacher case studies,It is understood that the rural teachers 'awareness of information technology application is weak;the rural teachers' lack of information technology application knowledge;the rural teachers 'information technology application ability needs to be improved urgently;.By analyzing the current situation,the factors that affect the ability of rural teachers to use information technology are as follows: environmental occlusion in rural areas;lack of cultural atmosphere;heavy teaching tasks for rural teachers,no time to take care of;unreasonable training content;lack of pre-vocational education Cultivation of teachers' ability to apply information technology;teachers lack professional skills,and guidance training tends to form.based on the current situation and existing problems in the development of information technology application ability of rural elementary and middle school teachers in Shanxi Province,the study proposes a targeted capacity improvement path.Suggestions mainly include: first,further construction and maintenance of information technology equipment;second,enhancing awareness of information technology application of rural teachers;third,schools attach importance to teachers' information technology application level;fourth,the state provides policy support for rural teachers Fifth,improve teacher training system.Sixth,teachers strengthen self-education.