Investigation On The Status Quo Of Data Literacy Of Primary And Secondary School Teachers And Research On Improving Strategy

With the introduction of the concepts of educational big data,precision teaching,and smart classrooms and their promotion and application in teaching,data literacy has become a new requirement for teachers' professional development.The state attaches great importance to this.The "Opinions on the Implementation of the National Elementary and Secondary School Teachers' Information Technology Application Ability Improvement Project 2.0"(Teacher [2019] No.1)issued by the Ministry of Education in March 2019 requires that the support service system must be upgraded in an all-round way,and the "Internet +",New technologies such as big data carry out accompanying collection and procedural evaluation of teacher training data to effectively improve teachers' accurate diagnosis,timely intervention,and personalized teaching service capabilities.This research has mainly carried out four tasks:(1)Using the literature research method to study the current status of data literacy research for teachers,including data literacy concepts,constituent elements and related research progress,to ensure the frontier of this research.(2)On the basis of summarizing the relevant research,and combining with the actual situation of primary and secondary education in my country,carry out the localization research of teacher data literacy,construct the theoretical model of data literacy of primary and secondary school teachers,and develop the theoretical research on the data literacy of primary and secondary school teachers and conduct related investigation work.Provide a scientific basis.(3)Compile questionnaires based on the constructed model to conduct two surveys on the current status of data literacy of primary and secondary school teachers in my country,with two main purposes: one is to further verify the theoretical model of data literacy for primary and secondary school teachers and form scientific theoretical results;Investigate and analyze the current status of data literacy of primary and secondary school teachers in my country,including the distribution of different educational backgrounds,different teaching subjects,and different regions.(4)In response to the problems in the survey,this article analyzes the causes of the problems from the perspective of front-line teachers,and puts forward targeted suggestions.The following conclusions or results have been obtained through research:(1)Primary and secondary school teachers' data literacy is a multi-dimensional concept and the current consensus on its constituent elements and their connotations is still insufficient.(2)This study constructed a five-dimensional model including data knowledge,data application,data research,data skills,data awareness and ethics,and achieved good reliability and validity through exploratory factor analysis and confirmatory factor analysis.Requirements,in line with the standards of model construction.(3)Through a questionnaire survey,this study found that the current problems in primary and secondary school teachers' data literacy are mainly lack of data knowledge,weak data skills,limited data research,and differences in data applications.In addition,there are also differences in the data literacy level of teachers with different academic qualifications,different teaching subjects,and different regions.(4)The current data literacy problems of primary and middle school teachers are related to the "lack of systematic policy constraints to develop teachers' data literacy,lack of data resources and platforms,lack of relevant training for teachers,and insufficient motivation for teachers to use data".Finally,this research puts forward suggestions from the three levels of the government,the school,and the teachers themselves.