An Investigation On The Status Quo Of Digital Reading Behavior Of Primary And Secondary School Teachers

Reading is a unique way of learning for human beings.It is a way and means for people to understand and transform the world.With the rapid development of media and communication technology,the era of mobile internet has opened up a "reading revolution",and digital reading has become a new way of reading for citizens.The professional requirement of teachers is to teach and educate people,and to learn for life.Digital reading is not only an important channel for teachers to acquire knowledge and improve self-cultivation,but also one of the important ways and means for teachers' professional development in the modern society of information globalization.Therefore,the research on the digital reading behavior of elementary and middle school teachers is extremely important.This research focuses on understanding the status quo of digital reading behavior of primary and middle school teachers,and analyzes the characteristics and differences of digital reading behavior of primary and secondary school teachers and the influencing factors of digital reading behavior.First,sort out the domestic and foreign digital reading literature,and summarize its development status and development trend.Secondly,based on motivation theory,information behavior theory,behavior input theory and other theories,put forward research hypotheses,design interview outlines and questionnaires from the aspects of personal information,digital reading behavior,and digital reading influence factors.With primary and secondary school teachers as the survey subjects,209 questionnaires from 19 provinces and municipalities were collected.Analyze the data with independent sample T test,single factor analysis of variance,factor analysis and other SPSS statistical methods to reveal the status quo of primary and secondary school teachers' digital reading behavior.Third,this research has reached the following conclusion: among elementary and middle school teachers,the acceptance of digital reading is relatively high.In terms of "reading content","reading equipment","reading method","reading operation",and "reading harvest",there are differences between primary and secondary school teachers of different genders.In terms of "reading content","resource acquisition method","equipment use","content payment",and "reading operation",there are significant differences between primary and secondary school teachers of different age groups.There is basically no significant difference in digital reading behavior among teachers of different educational backgrounds and different teaching stages.In terms of "reading content","equipment use",and "reading harvest",teachers of different teaching subjects are different.The three types of factors that affect the reading of primary and middle school teachers are "digital reading experience","reading efficacy",and "perceived usefulness".Fourth,based on the above research results,the author puts forward countermeasures and suggestions on the digital reading behavior of primary and middle school teachers from the external level and the teacher's own level.Finally,reflect on the research deficiencies and carry out research prospects.