Research On The Construction Of The Teaching Ability Framework Of Junior High School Information Technology Teachers From The Perspective Of Subject Core Literacy

The new curriculum reform focuses on discipline,and develops subject core literacy by promoting discipline construction.Teachers are direct practitioners of teaching,and their teaching ability affects the quality of teaching.Through the research of academic literature and frontline teachers,it is found that the current junior middle school information technology teachers are unclear about the required teaching ability to implement the subject core literacy,and there are few studies related to the teaching ability of the information technology teacher from the perspective of the subject core literacy.In order to implement the core literacy of the information technology subject,it is necessary to help teachers clarify the teaching abilities they should possess in the teaching of information technology subjects.This research uses a combination of qualitative research and quantitative research and is committed to building a teaching ability framework of junior high school information technology teachers from the perspective of subject core literacy.First,based on teachers' professional development theory,ability structure theory,and constructivism theory,this research elaborates the concepts of teaching ability,teaching ability framework and subject core literacy.It uses the literature research methodology to sort out domestic and foreign research results related to this research,providing the foundation for the construction of the teaching ability framework of junior high school information technology teachers from the perspective of subject core literacy.Secondly,individualized semi-structured interviews were conducted with 10 experts with professional insights in the field of basic education and teacher development.The academic literature research methodology was used to collect literature and policy data related to the research topic,and the grounded theory was used to conduct three-level coding and theoretical saturation test on the collected research materials,and construct a theoretical framework for the teaching ability of junior high school information technology teachers from the perspective of subject core literacy.Third,according to the theoretical framework of the teaching ability of junior high school information technology teachers from the perspective of the core literacy of the subject,the questionnaire was compiled and was issued to junior high school information technology teachers nationwide.It collected and sorted the data,and the data was used to make statistics by SPSS software.The analysis finally established a junior high school information technology teacher's teaching ability framework that contains 28 teaching ability elements in 3 aspects,6 dimensions from the perspective of subject core literacy.In addition,combined with the current process of new curriculum reform,a detailed interpretation of the 3 aspects,6 dimensions and 28 elements in the teaching ability framework is carried out to help teachers better understand and use the teaching ability framework.Finally,suggestions for the application of the teaching ability framework are putted forward.The teaching ability framework can be used in classroom teaching and teacher teaching effect evaluation,in the individual and group professional development of information technology teachers,and in the selection of teachers.The teaching ability framework constructed by the research will provide theoretical reference for the professional development of information technology teachers,and will provide theoretical support for the implementation of the core literacy of information technology disciplines,the cultivation of "all-round development people" and "quality-oriented talents",and will be helpful in improving teacher teaching and optimizing the teaching staff.